The first year of schooling is not only one of the most difficult stages in life child, but also a kind of trial period for parents. First, it is during this period requires their maximum participation in the child’s life. Secondly, when early learning clearly show all their flaws. Thirdly, if there good intentions, but the lack of a psychologically literate approach, the parents themselves often become perpetrators of school stress in children.
At the same time in the 1st class, the Foundation for the relationship of the child to school and training. For children the most successfully passed this stage their lives, their parents need to know and take into account daily features mental and physiological state of children, arising from the beginning learning in the school.
School from the first days puts before the child a number of tasks requiring the mobilization of his intellectual and physical strength. Children are very difficulties many aspects of the educational process. They find it difficult to sit through a lesson in the same posture, it is difficult not to be distracted and to follow the thought of the teacher, it is difficult to do time is not what you want, and what they require, it is difficult to hold back and not Express aloud their thoughts and emotions that appear in abundance. Besides, guys don’t immediately learn new rules of behavior with adults, did not immediately accept the position teachers and establish distance in relationship with him and others adults in the school provided for the post by International Adoption research blogger and columnist.
So you need time to adapt to schooling, the child accustomed to new conditions and learned how to meet the new requirements.
Adaptation to school is a multifaceted process. Its components are physiological adaptation and socio-psychological adaptation (to teachers and their demands, to classmates).
Physiological adaptation.
Getting used to new conditions and requirements, the child’s body goes through several stages:
1) First 2-3 weeks of training called “physiological storm”. During this period, all new impact the child’s body responds to significant voltage of almost all of their systems, that is, children spend a large portion of resources of the organism. This explains the fact that in September many first graders are sick.
2) the Next stage of adaptation – volatile device. The child’s body finds reasonable, near-optimal versions of the reactions to the new conditions.
3) After that, a period of relatively stable fixture. The body responds to the load with less stress.
The total length of the adaptation period varies from 2 to 6 months in depending on the individual characteristics of the student.
Many parents and teachers tend to underestimate the complexity of the period physiological adaptation of first-graders. However, according to the observations of physicians, some children lose weight by the end of the 1st quarter, many decline blood pressure (a sign of fatigue), and some a significant increase (sign of fatigue). Not surprisingly, many first graders complain of headaches, tiredness, and other ailments in 1st quarter. Manifestations of difficulties of addiction and the surge of the body can also cause moodiness children at home, reducing ability to self-regulation of behavior.
Will not be superfluous to remember about all of this before, blame the kid in laziness and shirking from his new responsibilities, but also to remember, what difficulties with health he has.
Risk factors in the child’s development can be extremely varied: this and diseases of the mother during pregnancy, and features of course of childbirth, and diseases carried by the child during early childhood (especially in the first year of life), and of course, chronic diseases.
I want to draw the attention of parents to the fact that not only chronic diseases affecting the successful adaptation of children at school, but frequent colds, which many parents do not attach much importance. Consider even common cold. From various ailments and he seems to be the most harmless. However, we note that the shortness of nasal breathing provides a sufficient amount of oxygen in the lungs and in the brain, which leads to fatigue, poor health and, in the end, to the educational backlog.
Children who have persistent difficulties with health, in the school often faster become fatigued, their efficiency reduced teaching load may be too heavy.
These children need a special approach and attention of adults, learn more on international adoption at adoption agencies blog. First, you need if possible, reduce them to psychological stress. For this second half of the day they had better stay at home and not cram school, and it is desirable provide them with 2-hour NAPs. Secondly, we must not forget that physically weakened children need daily walks in the fresh air and a long night sleep (about 11 hours). And of course, you need to remember the need of psychological support. The child must be sure that his house is still loved and respected, despite all school difficulties.
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The ability to correctly identify the goal of mastering certain parts of the curriculum.
The ability to use different didactic methods for setting a goal of one learn the lesson.
The ability to acceptance and awareness of the students goals.
The ability to achieve the merger of goal-setting and motivation for learning.
The ability to carry out a gradual transfer of external stimulation to the actualization of intrinsic motivation.
The ability to carefully select the sources of perception of educational information.
The ability to prepare students for their perception of a teaching material.
The ability to activate students in the process of perception.
The ability to conduct special training for students the techniques of mental activity.
The ability to reveal the inner connection between the phenomena, processes, facts.
The ability to form scientific concepts in students.
The ability to integrate the dependence of the retention of knowledge from their content.
The ability to provide productive memorization study.
The ability to activate playback of students of educational material.
The ability to efficiently organize the studied repetition.
The ability to provide a “theoretical advance” in carrying out the practical tasks.
Ability to organize application of knowledge to prepare students to assimilate new material.
The ability to include students in creative application of knowledge.
The ability to take into account the dependence of the methods of application of knowledge the nature of the subject.
The ability to take into account the dependence of the methods of application of knowledge the nature of the subject.
The ability to use special techniques to develop the skills of self-control in students.
The ability to correctly identify objectives and content control at every stage of assimilation.
Ability to apply different control methods.
The ability to implement the precise organization of control.
The ability to analyze obtained during monitoring the results of assimilation.
The ability to promptly make the appropriate changes in the process of assimilation on the basis of the obtained analysis results information.
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Didactic skills of a generalized nature
– Ability to implement the goals
– The ability to stimulate positive motivation in the process of learning
– Ability to organize successful perception of educational material
– The ability to ensure comprehension of the study
– Ability to organize consolidation and application of knowledge, development of abilities and skills
– The ability to monitor the progress of learning
– The ability to adjust the learning process
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The combination of these two systems of operations, Executive and theoretical, forms the methods of performing actions. Each of consider in our example the action (the selection of sources of perception of the studied material, the preparation of pupils for perception and activating them in the process of perception), the source for the corresponding particular didactic skills, is done with the help of quite certain techniques, characteristic for this action, which leads to the desired results. Achievement of intermediate results the source of these actions in their totality provides the final result, i.e. the successful organization of perception in primary school children educational material.
The function of the controlling component is the mapping of the performed operations during the execution of each action in the solution of pedagogical tasks with the planned execution plan for this operation, and after solving the task – to establish conformity of the result with the intended target. Using this feature is made necessary adjustments in the indicative, and the Executive parts of the action.
In such a deliberate, conscious process of transformation the subject of the subject of pedagogical action on the basis of substantive and operational knowledge are formed and are private didactic skills, the mastery of which contributes to the development of generalized skills.
Selected generic teaching skills, providing management of process of mastering of knowledge and ways of activity of younger schoolchildren, dialectically interrelated, clarify and complement each other. However, since all elements of learning do not exist in isolation but form an integrated whole, where each link is the basis for the next, such a division of skills is of a relative nature and is made for educational purposes, suggesting a multidimensional approach to the solution of didactic tasks manage the process of digestion.
Thus, at this stage of research is characterized by the initial psycho-pedagogical situation, on the basis of which selected a set of generic teaching skills, ensuring the successful management of the process of assimilation younger students of knowledge and ways of activity, the volume and content of these skills, built the original model of pedagogical activity, which lies at the Genesis of each of them, as shown by the example of skills to ensure the successful perception of educational material for primary school children.
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Students, having knowledge about these operations in a meaningful way will provide the most efficient set of them in a particular situation, will be able to justify why these operations should be performed in this case.
Operational structure each action underlying the private didactic skills, is reflected in the instructions in the benchmarks intended for students. Instructions should guide the whole development skills. The booklet, students focused on consistent execution of actions that helped to elect the method for their implementation.
On the basis of substantive and operational knowledge to a plan of action which includes a statement and a justification of those operations, the implementation of which will help you to achieve your goals.
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you must perform all these methods of action for the realization of this goal. Students knowledge of these operations, their sequence will ensure the most rational choice of sources of information for perception by pupils of a teaching material.
The next operational steps, the purpose of which is to select such methods of learning, which to large extent will contribute to the preparation of students for perception of the teaching material includes the following operations:
The organization is anticipating additional practice to repeat the training material, which support the study of new and poorly mastered next students.
Introduction in the previous lessons concepts, which will be explored in the future.
The inclusion of homework assignments to help prepare students to accept new material.
Vyyavlyayutsya in children knowledge, attitudes on this issue.
Updating previously acquired knowledge through: a) formulate questions to identify essential features and properties of objects that act as supporting knowledge to the new perception; b) repeating relevant questions; b) perform practical tasks, help to recall the previously studied.
Asking questions that lead students to need to know new.
The announcement of the theme of the new material, a brief description of its practical significance, and the rationale for its study.
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