“Parent meetings as one of the forms of interaction with parents”

Most often, parents are in a hurry, bringing their children to preschool in the morning and picking them up at the end of the working day. At the same time, many limit themselves to only greetings or words of farewell to the teacher. The task of kindergarten teachers is to organize and maintain constant contact with parents, because only interaction with them will make it possible to understand the conditions in which the child lives and develops, which is important for his upbringing, as well as to draw the attention of family members to undesirable actions and manifestations of the child’s character.

Parent meetings are one of the main forms of work with parents. It is not easy to successfully hold a parent meeting in a kindergarten , firstly, because it is necessary to ensure the attendance and activity of parents when they rush home, tired after work. Secondly, it is necessary to achieve the interest of parents, to convince them that participation in parent-teacher meetings will help them better understand their children and ensure their full development. The teacher should think about all this when preparing for the meeting.

Ways to conduct parent-teacher meetings in kindergarten

Parent meetings in kindergarten need to be held in different ways, alternating different forms, using creative ideas. In addition to the meeting according to the classic scenario “1 – Teacher’s report. 2 – Questions and Answers”, in preschool institutions it is worth holding, for example, open days, psychological trainings and master classes, joint classes for children and parents, and theatrical performances.

With any method of holding a parent meeting, the main thing is that the teacher establishes contact with the parents, and they realize that a meeting in kindergarten is not a formality, but timely and effective pedagogical assistance in shaping the child’s personality.

How to properly organize a parent meeting at a preschool educational institution?

• October 13, 2009

The preschool teacher communicates daily with children and parents, sees their problems, difficulties, as well as the positive experiences of each family.
One of the tasks of communication between a teacher and parents is to reveal to parents important aspects of the child’s mental development and help them build the right pedagogical strategy. In resolving these issues, parent meetings are indispensable, as they are an effective form of communication between educators and parents. However, parents are busy people; sometimes they don’t have time to talk to the teacher, come to a meeting, or they think that they already know everything about their child. In this case, the teacher must know how to interest parents in the necessary pedagogical information, and then how to effectively organize a parent meeting.

Parent meeting

It is at meetings that the teacher has the opportunity to familiarize parents with the tasks, content, and methods of raising preschool children in a kindergarten and family setting. During the meeting, the main burden falls on the report. This material can be used for conducting oral and written consultations with parents, as well as other forms of work. The teacher is required to have a creative approach to the material: searching for new examples; using their own methods of activating parents, aimed at making listeners interested in the problem being studied, at creating associations with their own experience of raising children, and at rethinking their parental position. In this case, it is necessary to take into account the parents’ need for knowledge.

In the Kindergarten “MDOU No. 2 of compensatory type” (Ekaterinburg), where I work, the following forms of holding parent meetings are used:

• psychological training;
• Master Class;
• joint activities between children and parents;
• Open Day;
• showing theatrical productions.

Preparing the parent meeting

1. A week before the meeting, you can conduct a survey of parents on the topic of the meeting . Questionnaires are filled out at home before the meeting and their results are used during the meeting.

2. To activate parents and ensure their attendance at the meeting, it is advisable to make invitations to each family in the form of applications, designs, taking into account the theme of the meeting. It is important that children take part in making secret invitations for parents. Invitations are distributed a week before the meeting.

3. In accordance with the theme of the meeting, make original leaflets with tips . The content of the memos should be brief, the text should be printed in large font.

4. Our kindergarten uses such forms of attracting parents to parent-teacher meetings as: preparing competitions, exhibitions, and crafts on the theme of the meeting. At the same time, both children and their parents participate in competitions. All prepared works are exhibited before the meeting, and the teacher introduces parents to samples of work. At the meeting itself, parents choose the best work, and the winner is awarded a prize.

5. As one of the forms of activating parental attention, a tape recording of children’s answers to questions on the topic of the meeting can be used.

6. Occasionally we invite a fairy-tale character to a meeting.

7. We attract the attention of parents to the meeting by creating homemade posters on the topic of the meeting.

8. It is advisable to hold parent committee meetings a month before the meeting.

Immediately before the meeting you must:

• prepare furniture on which it would be comfortable for parents to sit. You can arrange tables and chairs in a circle, put cards on them with the names and patronymics of the parents;
• prepare pens and sheets of paper so that they can write down the information they are interested in, as well as pencils, children’s work on modeling, drawing, appliqué;
• consider who will provide child care during the meeting and how.

Conducting a parent meeting

The parent meeting traditionally consists of 3 parts: introductory, main and “miscellaneous”. The meeting time is 1 hour. (40 minutes with parents and 20 minutes with children).

1. The introductory part is designed to organize parents, create an atmosphere of goodwill and trust, concentrate their attention, and motivate them to solve problems together. This can be done by communicating the topic, the form of the meeting, or through short games and activities. You can create a certain musical background: the sounds of a guitar, piano, tape recording, which will accompany the words of the presenter.

2. The main part of the meeting can be divided into two or three stages. As a rule, this part begins with a speech by the group teacher, senior teacher or other preschool specialists, covering the theoretical aspects of the problem under consideration. The message should be short, since by the end of the working day the stability of attention decreases.

The main thing is that parents are not just passive listeners. It is necessary to ask questions to the listeners, give examples from the practice of raising children in families and kindergartens, analyze pedagogical situations, offer parents to watch video clips of classes with children, games, walks, etc.

You should not reproach or lecture your parents. More often you need to use moments from the lives of children in the group as examples. When talking about unwanted actions of children, there is no need to mention their last names. During their communication, teachers should avoid making claims against parents and children, discussing the personality of a particular child; One should not state the failures of children, the main thing is to jointly develop ways to solve the problems under discussion.

It is better to have a conversation in soft lighting. Transitions from one situation to another can be separated by a short musical pause.

If possible, it is better to stage the situations being analyzed.

To illustrate your ideas and considerations, you can use tape and video recordings, photographs and interviews of children in the group, diagrams and graphs, visually presented theses and speeches. All this will contribute to a better understanding of the theme of the meeting.

When conducting this part of the meeting, you can also use the following methods: lecture, discussion, conference, which can also be separate forms of work with the families of pupils.

3. In the third part of the parent meeting - “miscellaneous” - issues of maintaining a child in kindergarten, leisure activities, and organizing joint events between the family and the preschool educational institution are discussed. It is recommended to think through in advance several options for solving the problem that will be offered to parents for discussion, agree with those of them who can help, take responsibility, etc. Some issues need to be resolved in advance with the parent committee.

At the end of the meeting, it is necessary to summarize the meeting, listing the decisions made on each of the issues discussed, recorded in the minutes.

Meetings can be held in the form of question-and-answer evenings, oral journals, talk shows, etc. Despite the differences in these forms, they are united by one meaning - to give parents knowledge about raising their own child, to interest them in the problems of education, and to stimulate them to reconsider their educational position.

Let me give you an example: at the last parent meeting in our kindergarten, the topic was discussed

“Preparing the hands of older preschoolers for writing”

Form of conduct: seminar-workshop.

Participants: group teachers, art teacher, parents.

Parts of the collection

1. Introductory part (5-7 min).

• Presentation by the teacher of the topic and participants of the meeting.
• Tour of the exhibition of workbooks and children's activity products.

2. Main part (30-35 min).

• Speech by the group teacher on the topic “The importance and methods of developing fine motor skills in children of the preparatory group for school”, accompanied by posters with key theses and words on the topic of the speech, showing patterns of finger games (10-15 min).
• Conducting a workshop by a visual arts teacher with parents on mastering techniques for developing fine motor skills using clay, plasticine and paper (10-15 min).
• Presentation of an exhibition of didactic games for the development of fine motor skills (5 min).
• Collective solution by parents of a crossword puzzle on the topic of the meeting (5 min). An approximate list of words that need to be guessed: motor skills, hand, vision, brain, coordination, correlation, writing, school.

3. Miscellaneous (7-10 min).

• Review of pedagogical literature on the topic of the meeting.
• Discussion of issues of maintaining children in kindergarten, leisure activities, organization of joint events between family and preschool educational institution.

4. Summing up (3-5 min).

• Parents' quantitative assessment of the benefits of parent-teacher conferences.
• Distributing booklets to parents on the topic of the meeting.

In conclusion, I would like to emphasize that the family and kindergarten are connected by common tasks in raising a child. Therefore, what is important here is not the principle of parallelism, but the principle of interpenetration of two social institutions: it is difficult for a family to cope without qualified assistance from specialists.

In the photo: the staff of our kindergarten, always ready to help parents.

Author: E. Kobylina, teacher of compensatory preschool educational institution No. 2 in Yekaterinburg

Organizational matters

In order for the attendance at the parent meeting in kindergarten to be high, parents must be notified of its holding in advance, 1 - 2 weeks , so that they have time to resolve work and other circumstances, and coordinate the actions of family members on the day of the meeting. A noticeable announcement about the meeting should be posted in the group's locker room, and with the help of the children, it is worth making invitations that will be given to each family. The form of invitation can be different - in the form of a colored invitation card, a postcard with an applique, an envelope with a secret, etc.

It’s good when, before the parent meeting, a creative activity is held in the group, and the children create various crafts and drawings, which will then be put on display for evaluation and the awarding of prizes. Each child, remembering the competition, will repeatedly remind his parents about the meeting so that they can rejoice at his success there.

Mom and dad should be invited to parent meetings, let them come at least one at a time - this way both parents will gain knowledge about methods of raising a little person, about pedagogical science in general.

During the preparation of the meeting, it is necessary to think about: where to place the competition crafts, where parents can leave their outerwear, how it is more convenient to seat them so that everyone can hear and see.

Parent meeting analysis diagram

Topic : Intrafamily relationships and the emotional well-being of the child.

Goal: Identifying the characteristics of the relationship between the child and parents.

Compliance with conditions:

1. Level of event organization:

the meeting was held in a group, there was solemnity, there was sufficient lighting, and the opportunity to undress was organized.

2. Parent Alert

:

A. The meeting was formatted as an announcement and was posted on the stand two weeks in advance.

3. Visibility:

The meeting corresponded to the chosen theme, the design was colorful, which immediately attracted the parents.

4. Meeting level:

All parents were present at the meeting, the secretary and chairman are permanent, the secretary knows how to competently draw up minutes. The leading role belonged to the teacher, the duration of the meeting was 60 minutes.

Preparing for the meeting (pre-work):

Familiarization of parents with the program of the meeting. Anonymous survey of parents, analysis and generalization of survey results. Preparation of forms for the number of parents for testing.

Message quality:

1. Is the theme appropriate?

: Yes it matches.

2. Pedagogical literacy of the teacher’s report:

Theoretical material is presented in literary language, concisely

3. Form of presentation of the material:

questionnaire, confidential conversation.

Conducting a meeting:

7. Parental activity

:

They listen, ask questions, offer solutions, make decisions.

8. Quality of solutions

:

The decisions made were implemented on time.

d. Are they aimed at qualitative improvement in the upbringing and education of children?

9. General tone of the meeting

.

The meeting was held in a friendly atmosphere, those present were kind to each other.

Summary of the meeting:

At the meeting, parents became acquainted with the main tasks, goals, forms, and methods of raising children in kindergarten and at home. Material was also offered to introduce the best work experience, from which parents learned a lot of interesting things for themselves. This meeting remained in the memory of the parents.

Conclusions:

Self-analysis of activities within educational practice

according to PM 04. Interaction with parents and employees of the educational institution

I acquired the following practical experience: I learned to plan work with parents, formulate goals for working with families, organize and conduct various forms of work (parent meetings, conversations), analyze the process and results of working with parents, interact with preschool employees on issues of education, training and development of preschool children, as well as supervise the work of an assistant teacher.

Assessment —— Signature of the methodologist:

Department of Science and Education of the Bryansk Region

GBPOU "Trubchevsky Vocational Pedagogical College"

Diary

PP.04.01 Interaction with parents and employees of the educational institution

Students of group 44 D/O

Bessonova N. Yu.

Speciality

440114 preschool education

Form of study: correspondence

Trubchevsk

Calendar-thematic plan of industrial practice

PM.04. Interaction with parents and employees of the educational institution

Score Sheet

Date of:

Topic: Planning work with parents (persons replacing them), determining the goals and objectives of working with the family.

Portfolio document : plan of work with parents for the period of practice, presentation of a sketch with photographs of corners for parents with comments, examination protocol

Contents of the activity

Exercise 1.

Planning work with parents (persons replacing them)

Plan for working with parents

Task 3.

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Preparing for a parent meeting regarding the upbringing and development of children

It is not enough to choose a relevant topic for the meeting; you must be able to hold a meeting with parents in a bright, lively, and interesting way. In addition, when preparing a parent-teacher meeting in kindergarten, the teacher must take into account that he needs to complete all questions within 1 hour , since the evening time is not conducive to long-term perception of information, even very important ones.

When drawing up a plan and summary of a report, you should not rely only on theses and quotes from pedagogical literature, because any of them can be confirmed by practical examples and live episodes. So short notes on real-life examples are also needed so that during the meeting they are not missed due to haste or distraction by parents’ questions.

Depending on the topic of the parent meeting, you can:

- prepare short reminders, lists of literature, and then lay them out on tables or hand them over to each parent personally;

- invite a specialist from a preschool institution (senior teacher, speech therapist, medical or music worker) to speak;

— make video or audio recordings of classes with children;

— prepare children to participate in the meeting.

Summary of a parent meeting in the form of a round table in 1st grade

Summary of a parent meeting in the form of a round table in 1st grade

Parent meeting in the form of a round table on the topic “How to help children become more attentive.”

Author: Natalya Vladimirovna Kulneva, primary school teacher at the Sredneikoretsk Secondary School. Description of the material:

I offer you a summary of a parent meeting for the class teacher in an elementary school on the topic “How to help children become more attentive.” This note will help the class teacher organize a meeting in the form of a “parents’ creative laboratory at a round table.”

Summary of a parent meeting in an elementary school on the topic “How to help children become more attentive”

Target:

prove that the child will be more attentive if you find out the reasons for his inappropriate behavior and conduct systematic classes to correct and form useful habits.
Objective:
to show parents the importance and significance of the problem of developing children's attention, to introduce them to methods and techniques for developing attentiveness of primary school age.
Object of study:
student group.
Subject of the study:
“How to help children become more attentive”
Form:
“Creative laboratory of parents at a round table”
Participants:
class teacher, school psychologist, GPA teacher, parents of class students.
Introduction
School class….
For some it is the joy of communication, for others it is the bitterness of misunderstanding. How can we ensure that meetings between parents, children and teachers are only positive? So that after meetings at parent-teacher meetings, parents at home solve problems that arise? When starting the school year, I predicted the results of working with the class, but I was faced with a problem - how to help my students become more attentive. Together with the parent committee of the class, it was decided to hold a parent meeting in the form of a “Round Table” with a creative laboratory of parents on this issue. To do this:
- study the relevant scientific literature, - introduce parents to the concept of “attention” and its main properties, - select methods and conduct research and diagnostics, - study exercises and games to develop attention during the meeting, - choose the form of holding the meeting: “ Creative laboratory at the round table” - to develop recommendations for parents in order to adjust and assist their child.
Plan Preparation:
1.
Launching a questionnaire
for parents “Choosing a Path” Questionnaire questions: 1) Is your child often distracted during conversations, classes, or completing assignments?
-Yes - It’s hard to say - No 2) Can your child be called focused and diligent? -Yes - It’s hard to say - No 3) Would you like your child to be attentive? -Yes -It’s hard to say-No4) What do you do to help your child develop attention?5) Do you think that such meetings should be attended by the whole family?2. Thinking over
the purpose of this parent meeting, its educational value, predicting results, complex meaning, possibilities.3.
Drawing up
a specific plan for holding a meeting and discussing it with an initiative group of parents, a parent committee, a psychologist, where everyone expresses their opinion and proposal.4.
Central event:
meeting of parents, direct holding of the ROUND TABLE5.
Reflection:
— Release of the wall newspaper “Hot on the heels” — Reading out the meeting’s decision — Self-analysis and answers to questions: What was valuable at the event? What didn’t work?
Why? What would you like to listen to, work on practical material to provide effective help to your children? Progress of the meeting
Topic: How to help children become more attentive

Parents take seats according to the color of the token taken (red, blue, green, yellow, herringbone), resulting in the formation of five working groups of meeting participants. 1.The class teacher opens the parent meeting.
Teacher:
-Good evening, dear parents!
Today we have gathered together to discuss problems related to the success of our children's educational activities. In many ways, the results of learning are directly related to the cognitive processes that form schoolchildren’s ability for intellectual activity. And today we will try to solve a problem associated with one of these processes. Today, our work involves the teacher and teacher of the class, the school psychologist, parents of students in our class, an editorial board of parents, as well as an initiative creative group consisting of members of the parent committee of the class.2. Psychologist:
— Before the meeting, we launched a questionnaire to find out how relevant the topic we raised was?
-We ask you the first question: How much time do you devote to your child? -I ask you to continue the phrase - An attentive child is... (time to complete this task - 2 minutes, work in groups). Checking the task
.
-Attention can be involuntary, i.e. without a goal or volitional effort, arbitrary - i.e. the presence of a goal and its active maintenance and post-voluntary, i.e. – the presence of a goal, but without volitional effort. - Attention, as a cognitive process, is an obligatory component in the structure of any mental process. If attention develops well, then, accordingly, its important properties such as concentration, stability, distribution, switching, increasing the volume of acquired information develop, and the habit of being attentive arises, even if unfavorable conditions arise. -I ask you to discuss the following questions in groups: How do you understand the expressions: -concentrating attention is.....-switching attention is...-distributing attention is...-sustaining attention is...-Thus, it is important that the student can concentrate your attention and keep it on the object being studied. If necessary, quickly switch your attention from one object to another. It is also important to be able to distribute attention to different types of activities, one of which must be automated. These automated types of activities should be the skills of educational activities. - One of the main problems of elementary school is the insufficient development of voluntary attention processes in schoolchildren. The family also pays insufficient attention to this. But voluntary attention is a habit, the cultivation of which begins in the family. The ability to switch attention helps to switch to various types of activities that the teacher offers during the lesson. And, if a child does not know how to do the same thing for a long time, does not know how to play with toys, does not have interests and hobbies, all this can lead to unformed voluntary attention and subsequently to problems in educational activities. 3. Teacher:
- As you can see, our children have problems.
And in order to develop skills in educational activities, it is necessary to direct the consciousness of children to the meaning, the content of this activity itself, i.e. you need to teach the child to listen attentively to the flow of speech, understand it, make decisions, get results, form the habit of being attentive. So, let's look at the individual characteristics of the attention of younger schoolchildren, which they need in educational activities. -Stable, but weakly switchable attention: children can solve one problem for a long time and diligently, but have difficulty moving on to the next. -Easily switchable attention during work, but also easily distracted by extraneous moments. -Well-organized attention is combined with a small volume work.-Easily distracted attention.-Stable involuntary attention: children focus on interesting features of the material being studied. The main task
is to help our children.
Therefore, we suggest that you now work in groups in order to get acquainted with the most effective means of developing attention.4. Educator:
- Cards are distributed to each group describing exercises and games for developing attention.
Within 5-7 minutes, each group prepares and gets acquainted with their content. Then 1-2 games or tasks are played in front of other groups of parents. Should parents determine to what property of attention these games can be attributed, which games they liked the most and why (justify), and is it possible to come up with different, interesting games together with the children that will be aimed at developing attention? For example:
Exercise 1—Akabos, acisil, telomas, agorod, tsiaaz, aloksh, lanep, etc. Exercise 2—Draw the points as shown on the piece of paper. Exercise 3—Given the words: mole, bunker, year, front, stronghold, pilot , fleet, turn.
What was the meaning of the word stronghold? “The cat in the hat”
(the hat contains questions and tasks on this problem. Parents, without looking, take questions from the hat and immediately begin to give advice on this or that issue)
“The most attentive”
(listen carefully to the text and count the number of words in it with the sound “P”) White fluffy snow spins in the air, flutters, and quietly settles under your feet.
Stretch out your palm
and hold the fluffs, how beautiful these white snowflakes are!
A game.
Correct mistakes. The goal of the game is to teach you to follow instructions, focus and maintain attention on a learning object. Instructions: first warn about possible errors that the fairy-tale hero did not notice in his work, and asks to follow his work on the board.
In the process of work, first gross and then smaller mistakes are deliberately made. Find the hidden words: dolpraptekamtr, drozdalzhekarandashtmopr, dyatelevshanoliklitma. Checking assignments. Conclusion.
5.
Teacher:
- To develop voluntary attention, it is necessary to eliminate unnecessary stimuli (radio, TV, turn off the computer, etc.) Teach the child to overcome difficulties associated with the use of attention.
An important role is played by the attitude towards the activity that the child should engage in and develop interest in it. Every half hour you need to take breaks and switch to other activities. Consciously caring about the development of attention, you, dear parents, must yourself be attentive to your child, his activities, his life. Attention is not a quality given once and for all. Attention can and should be developed! After all, the development of attention is facilitated by its involvement in any purposeful activity: picking mushrooms, shells or mosaics, constructing toys - all this develops attention. To develop attention span and memory, the following exercises may be useful:
1. Development of concentration.
Find and cross out certain letters in printed text; 2. Increased attention span and short-term memory. This is working with Schulte tables (with numbers and letters, from 1 to 25, black and red), seeing as many objects as possible with peripheral vision - on the right, on the left, visual dictations, remembering the order of a number of objects presented for examination for a few seconds (the number of items can be increased) 3. Training of attention distribution. Performing two diverse tasks: reading a text while counting the strokes of a pencil on the table. 4. Development of the skill of switching attention. Working with printed text: alternating rules for underlining and crossing out certain letters. 6. Draft resolution of the meeting (it is entered in the journal of the minutes of the parent meeting). As a decision of the parent meeting, parents receive recommendations from an initiative creative group of parents. 7. Reflection Representatives of each working group take turns continuing the phrase: “Today at the parent meeting we realized that attention...”8. A moment of gratitude The teacher, psychologist and educator thank the parents for their active participation in the meeting and wish them success in raising their children. 9. Conclusion We examined a fragment of the behavior of children with hyperkenic and hyperactive syndrome. One of its specific features is the child’s excessive activity, excessive mobility, fussiness, and the inability to concentrate on anything for a long time. Recently, experts have proven that hyperactivity is one of the manifestations of a whole complex of disorders noted in such children. The main defect is associated with a deficiency in the mechanism of attention and inhibitory control. Therefore, these syndromes are more accurately classified as attention deficit disorders. Attention deficit disorder is considered one of the most common forms of behavior disorders among children of primary school age, and such disorders are recorded more often in boys than in girls. Entering school creates serious difficulties for children with attention deficits, since educational activities place increased demands on the development of this function. The following manifestations of attention deficit in children are distinguished. I ask you to note which of these manifestations are present in your child, so that later you can more specifically help him at home: 1) Restless movements in the hands and feet are often observed. Sitting on a chair, the child writhes and wriggles. 2) Cannot sit quietly in place when required. 3) Is easily distracted by extraneous stimuli. 4) Has difficulty waiting his turn during games and in various other situations in a group. 5) Often answers questions without thinking, without listening to the end.6) Has difficulty completing proposed tasks (not related to negative behavior or lack of understanding).7) Has difficulty maintaining attention when completing tasks or during games.8) Often switches one unfinished action to another.9) Cannot play quietly, calmly.10) Talkative.11) Disturbs others, pesters others (for example, interferes in the games of other children).12) Often the impression is that the child does not listen to what is addressed to him speech.13) Loses things needed at school and at home (for example, toys, pencils, books)14) Often commits dangerous actions without thinking about the consequences (for example, runs out into the street without looking around). At the same time, he does not seek adventure or thrills. - The presence of eight of the listed 14 symptoms in children is the basis for the assertion that the child has attention deficit disorder. All manifestations of attention deficit can be divided into three groups: - Signs of hyperactivity (1,2,9,10) - Inattention and distractibility (3,6,12,13) ​​- Impulsivity (4,5,11,14) These behavioral disorders are accompanied by serious secondary disorders, which primarily include poor academic performance and difficulties in communicating with other children. In educational activities, hyperactive children cannot achieve results that correspond to their abilities. At the same time, data on the intellectual development of such children are contradictory. According to one study, most children with attention deficit disorder have good intellectual abilities. According to other sources, behavioral disorders of such children are often accompanied by a noticeable developmental delay compared to other children. However, in any case, hyperactive children, due to impaired attention and behavior, show results below their capabilities, both in studies and in special psychological testing. Behavioral disorders of such children not only affect their academic performance, but also largely determine the nature of their relationships with others. In most cases, children experience difficulties in communication: they cannot play with peers for a long time, establish and maintain friendly relationships. Among children, they are a source of constant conflict and quickly become outcasts. In the family, these children often suffer from comparisons with those whose behavior and academic performance are at a higher level. Because of indiscipline, disobedience, and because they do not respond to comments, parents become irritated, and this often leads to punishments, which often do not bring the desired results. And children, seeing the aggressiveness of their parents, more often resort to associative actions themselves. In working with both hyperactive and hyperkenic children, knowledge of the causes of observed behavioral disorders is of great importance. Causes:
- Organic brain damage (traumatic brain injury, neuroinfection), - Asphyxia of the newborn. - Genetic factor, when attention deficit disorder can be familial. - Features of the central nervous system. - Nutritional factors (high carbohydrate content in food leads to worsening indicators of attention). - Social factors (inconsistency and unsystematic nature of educational influences and other factors). Dear parents, after listening to this information, I think that you have noted for yourself the reasons for deviations in your child.
Having found out the reasons, let's move on to practical actions. Advice:
In raising children with attention deficit, it is necessary to avoid two extremes: - Showing excessive pity and permissiveness; - Setting increased demands on the child that he is not able to fulfill.