Oksana Klyueva
Creating psychological comfort in Groups kindergarten(seminar-workshop)
Tasks:
Introduce teachers to the components psychological comfort and emotional well-being of children in group.
Contribute effective application educational and educational actions aimed at personality-oriented interaction with the child.
EVENT PLAN SEMINAR
Information part.
Problem psychological
psychological
Practical part.
And the emotional well-being of the child.
Emotional well-being of the teacher as a condition for the positive emotional state of children. Techniques for relieving emotional stress among teachers.
Discussion, summing up.
Information part.
Problem psychological health at the present stage.
As a result of a survey of teachers and parents children's gardens regarding their understanding of the term "health" It turned out that the majority of respondents explain this concept in terms of stable physical well-being. But, in essence, health is a combination of several components.
Famous doctor - psychotherapist Elisabeth Kübler-Ross put forward this idea: human health can be represented as a circle consisting of four quadrants: physical, emotional, intellectual and spiritual.
Unfortunately, many of us begin to understand quite late the importance of not only physical, but also emotional health.
It's no secret that many children have neurotic disorders. There are many reasons for this, and I think there is no need to list them. Such children are difficult for parents, teachers, and society. On the other hand, sometimes it is quite psychologically Parents and teachers turn healthy children into neurotics.
Why is it so important to preserve mental and psychological health of children? Surely each of you can answer this question by determining the consequences psychological discomfort for the child:
The appearance of phobias, fears, anxiety, increased aggressiveness;
Transition psychological experiences in somatic disorders when a child who has received psychological trauma, becomes physically ill (a certain instinct of self-preservation of the body);
Manifestation psychological trauma received in childhood , in a more mature age period in the form psychological defense – position of avoidance (isolation, drugs, suicidal tendencies, manifestations of aggressive behavioral reactions (running away from home, vandalism, etc.)
Questions about psychological comfort and mental health should be addressed primarily to teachers, since most of the time children are in kindergarten. But many may argue that there are objective reasons why it is impossible to fully create psychological comfort in the kindergarten group:
High occupancy groups;
One teacher in group;
Unfavorable family situation.
Yes, that's the reality. But who will help us and our children if not ourselves? Preschool plays an important role, despite all the problems dictated by the modern state of society, arising from its contradictions. A exactly: how capable it is create the child has a general positive and stable background psychological state, ensure the development of an active and cheerful personality with self-esteem.
Creating psychological comfort in children's garden for preservation and strengthening psychological health and personality development of the child.
A person who is competent in communication, first of all, establishes a certain atmosphere of communication, which helps his partner to feel free and comfortable. Expression “We have good contact” means “We understand each other, we are interested in each other, we trust each other.”
A firmly established contact between people will provide an atmosphere of trust and acceptance during the communication process in which any problems can be discussed.
A certain atmosphere is not only present in the communication of two or three people, but characterizes the general situation in constant group of people(work team, family, school class, etc.). kindergarten group is no exception, and sensitive people can immediately, just crossing the threshold, feel the atmosphere of relaxedness or closedness, calm concentration or anxious tension, sincere fun or gloomy wariness that is present in group. Atmosphere (or climate) V kindergarten group is determined:
The relationship between the teacher and children;
Relationships between the children themselves.
Good climate in group arises then when all its members feel free, remain themselves, but at the same time respect the right of others to be themselves.
The teacher has a very significant influence on the quality group climate. In fact, it is the teacher (and not children, as we usually think) creates certain climate in group.
The first step that a teacher interested in creation favorable atmosphere in group, is to create and analyze a group situation. Considering the directions of humanization preschool education, the most important thing in the work of a teacher is Creation conditions for the development of the child’s personality, "inclusion" the child’s own mechanisms of self-development through the teacher’s organization of a developmental environment, person-oriented communication with the child, giving him freedom to choose activities, assistance in the development of his abilities, creating an atmosphere of psychological security, emotional comfort. Taking all this into account, teachers in groups need to be created conditions for everyone's emotional well-being baby:
Subject development environment,
Communication style between teacher and child
The style of communication of teachers among themselves and with the assistant,
Teacher's communication style with parents
Observe how children communicate with each other.
The child's well-being group- satisfaction with existing relationships group, degree of participation in joint activities, security, inner peace, experiencing feelings "We". All of this can be defined as emotional well-being. Emotional well-being is promoted normal development the child’s personality, the development of positive qualities, and a friendly attitude towards other people.
The influence of pedagogical communication styles on favorable psychological comfort in the group.
Now I would like to dwell on the styles of pedagogical communication.
The authoritarian style is directive communication. The teacher performs leadership and organizational functions, and the children are only performers. They are required to listen carefully, observe, remember, perform, and respond. The teacher does not notice that the children’s lack of independence and lack of initiative is a consequence of his authoritarian tendencies towards overprotection.
An authoritarian educator lacks respect and trust in the personality of a growing person. He lives by the principle "Trust but check", focuses on dominance, command in all communication situations, expects unquestioning obedience and obedience. The desire for children means little to him. The formal approach to education clearly prevails. When organizing work in group does not take into account the relationships between children. He does not like and does not know how to admit his mistakes. Hear from an authoritarian "Sorry, I was wrong" almost impossible.
In any case, he is trying to cover up his mistakes. When addressing children it sounds frequent: “Ivanov, don’t mess around!”, “Ivanov, how long can I repeat this?” etc. A teacher of this type has a low assessment of the children’s capabilities and abilities, and his evaluative statements are dominated by remarks and censures. The authoritarian teacher directly and publicly points out to the child his mistakes and shortcomings in behavior. It is characterized by strict pedagogical guidelines.
Liberal (permissive) style. Liberal teacher leaves direct leadership children's team, hence the lack of initiative, insufficiently developed responsibility, letting things take their course, such a teacher overestimates the children’s capabilities, does not check the fulfillment of his requirements, is completely at the mercy of the children’s desires, and therefore is often situational, inconsistent in his decisions and actions. Not decisive enough in difficult situations, takes into account relationships in group. He is not afraid to admit his mistakes, but he makes them very often. The amount of educational influence depends on the situation. Doesn't care about diversity.
The teacher is a liberal - a man of mood. If he is in a good mood, positive assessments predominate; if he is in a bad mood, negative assessments intensify. Does not pay attention to the need for indirect comments and reprimands.
Democratic style. The teacher-democrat takes into account the peculiarities of the children’s age and optimally divides the functions between himself and the children. Shows maximum demands on children and maximum respect for them. Experiences a clear need for feedback from children on how they perceive certain forms of joint activities. When organizing work, the democrat educator takes into account and studies interpersonal relationships. He considers using knowledge about likes and dislikes between children to be an important condition for successful work. knows how to admit mistakes made, despite the fact that it is difficult.
In the assessment of such a teacher there are more positive than negative remarks. Prefers a more fruitful conversation with the child alone. An example of an indirect comment would be comments made with a glance. Pedagogical attitudes are dynamic in nature, that is, they change depending on circumstances.
From all of the above we can conclude conclusion: the most effective and optimal is the democratic style of communication, it is the most favorable in its educational impact and fully serves the formation of conscious discipline in children and people around them, a creative attitude to business and the formation of an active life position.
It is the correctly chosen style of communication between the teacher and children that will help create child-friendly psychological comfort in the group.
Social psychological The teacher's culture presupposes that he has certain pedagogical views and beliefs, attitudes towards an emotionally positive attitude towards the child, regardless of his personal qualities and a whole range of communication skills and abilities needed by the teacher for pedagogical communication.
This means that the teacher must have not only a system of professional knowledge, but also knowledge about the patterns of communication in the teaching staff and in children's group, in working with parents.
By pedagogical communication we understand the system of interaction between a teacher and students with the goal of getting to know them, providing educational influences, organizing appropriate relationships, and forming a favorable environment. mental child development microclimate in group early and preschool age.
It is on us – teachers – that the preservation of psychological health of children, and for this you need to be very careful about your own psychological state. A huge role here belongs to the personality of the teacher, his cultural level, intellectual and personal potential.
Personality can only be nurtured by personality. For education is the child’s life organized by the teacher at the cultural level, it is a joint ascent to the origins and traditions of one’s people, where the teacher himself recreates at every moment of working with children - as a representative of society, the adult world - a cultural option for interacting with others.
So, personally oriented interaction with the child, a democratic style of communication with him, comes to the fore.
Powerful jerk practical psychology created theoretical basis for diagnostic and correctional work teacher, since the responsibility for the preschool education fell on the shoulders of the teacher psychological the well-being of the future of the nation - our children. What are the tools in a teacher’s activity?
Practical part.
Diagnostic tools for assessment teachers psychological climate in a kindergarten group and the child's emotional well-being.
(Psychologist introduces teachers to assessment methods psychological climate and emotional well-being of the child in kindergarten group. These techniques are on tables for teachers to study).
Verification test psychological comfort of children’s stay in a kindergarten group
Showing children's drawings and teachers' interpretation of their content. Psychologist complements teachers helps them draw conclusions)
Most convenient option to understand how much comfortable pupils feel in group, -invite the children to make a drawing on the topic "I'm in my kindergarten group» . This will not take much time from the teacher during the working day, and you can reflect on the results at your leisure.
The supposed drawings of children can be divided into three groups:
The child draws only the building.
A child draws a building with elements of a playground.
The child depicts himself in the room or on the street in the drawing.
First group drawings is the most alarming. If there is nothing in the picture except a building, then the child perceives children's the garden as something alienated, faceless. So life in children's the garden does not evoke positive emotions in him and is not identified with the events taking place there.
The situation that inspires the most optimism is when a child depicts himself in a drawing. myself: means the events taking place in kindergarten, are personally significant for him. But the analysis of the situation is not limited to this.
You need to pay attention to other elements Pictures: Are there children, a teacher, a playing field, or toys in the picture? Their presence indicates that the child has depicted in his work many different connections and relationships to them. The playing field, for example, is a very important element.
If a child depicts himself standing on the carpet, floor or ground (children often depict their support as a straight line), this is a good indicator. This means that he "stands firmly on its feet", feels confident. It’s good if the picture shows flowers, the sun, birds - all these are details that indicate "world" in the shower.
You need to try to understand what the child is expressing when drawing the teacher. On the one hand, her appearance in the picture is a positive thing. This means that a teacher is a significant character for a child, whose presence he must reckon with. But it is important how the teacher faces the child - with her back or face, how much space she takes up in the picture, how her hands and mouth are depicted. The emphasis on the mouth and the many lines around it may indicate that the child perceives the teacher as a bearer of verbal language. (verbal) aggression.
The color scheme of the picture is also important.
A child's use of warm colors indicates a positive emotional mood. (yellow, pink, orange) and calm cold (blue, cyan, green).
A rich purple color, which covers quite large areas of the picture, may indicate the stress that the child is experiencing, and an abundance of red may indicate an overabundance of emotional stimuli.
Abuse of black color, thick shading that presses through the paper, similar to crossing out, signal the child’s increased anxiety, his emotional discomfort.
During testing drawing, the teacher should not comment on the children’s actions and tell them directly or indirectly what elements to add to the drawing.
In this case, it is also impossible to evaluate children’s work. It is better if the teacher simply asks you to give him drawings as a souvenir.
Some elements of the drawing may be incomprehensible to the teacher, while others will lead to false conclusions. A drawing, for example, may only reflect situational anxiety or child's mental discomfort, associated, for example, with family conflicts that he could witness in the morning, or with poor health, with an upcoming visit to the doctor, etc.
Therefore, to have a true picture psychological the child's condition in group, after two weeks the test must be repeated.
Color diagnostics "Houses"
This technique was developed based on "Color Relationship Test" A. M. Etkind. The purpose of the technique is to determine the emotional state that reflects the child’s attitude towards the preschool institution.
Color diagnostics is carried out individually with each child: during the first month of visit kindergarten, after three and six months of being in a preschool institution.
Children are offered in game form choose one of the houses of different colors. The technique uses the following colors: blue, green, red, yellow, purple, brown, gray, black.
Instructions: “This is the girl Katya (boy Kolya). Kate (Kolya) goes to kindergarten. Choose kindergarten for Katya(If)».
After choosing a house with the child, conversation:
Katya likes to go to kindergarten?
What will Katya do in kindergarten?
What does Katya like most about kindergarten?
What Katya doesn’t like about kindergarten?
During diagnostics, indicators are recorded and logged.
Types of response to exercise:
1. Sharply negative reaction for the proposed task. Opting out.
2. Negative reaction.
1. The child is reluctant to enter into a play situation. Speech accompaniment practically absent. There is tension in behavior. Additional colors are selected - brown, gray, black. He gets nervous when answering questions. It all comes down to being at home with mom. (or other family members) better.
2. The child quickly agrees to take part in the task. During the diagnosis, irritability, aggressiveness, a predominance of negative emotions, and greater mobility are noticeable. Houses are chosen in gray, black or brown colors. There is a reluctance to communicate with children and some adults. Greater speech activity is noted.
3. Indifferent reaction to the task.
Speech accompaniment practically absent. Sluggish responses to questions are noted. Responses indicate more need to visit kindergarten, since parents have to go to work. The choice of colors is the same as in the second group(gray, black, brown).
4. Anxious reaction.
1. There is a quick and willing involvement in the task, but at the same time nervousness and great mobility are manifested. The houses are chosen purple or red. From the answers to the questions it follows that children like to play in the garden, but there are difficulties in relationships with others. During the diagnosis, active speech accompaniment of actions is observed.
2. A friendly reaction to the game situation, but during the diagnostics, attention is drawn to indecision both when choosing the color of the house and when answering questions. IN children's kindergarten preschoolers given groups want to play more with children, and also for adults (educators) paid them more attention. Select green or Blue colour. At the beginning of the task, there is an almost complete absence of speech accompaniment; by the end of the technique, the child uses speech much more often.
5. Positive reaction to participation in the task.
Active and friendly participation in the task. The houses are chosen yellow or red. IN children's The garden enjoys playing and interacting with children and adults. I don't like the actions of some children. The choice of houses and the actions of children are accompanied by speech.
Based on the data obtained, three types of children’s attitudes towards kindergarten:
1. Negative attitude. This type of relationship to children's garden is observed in children with a clear predominance of negative emotions during the diagnosis (I and II response teams) .
2. Ambivalent attitude. This category includes children who showed an indifferent or anxious reaction to the proposed task. (III and IV response teams) .
3. Positive attitude. This type of relationship to educational institution observed in children with a clear predominance of positive emotions during task performance (V response type).
Scheme for monitoring child behavior
in progress psychological examination
Methodology: color diagnostics "Houses".
Target: determination of the emotional state reflecting the child’s attitude towards the preschool institution.
Last name, first name of the child ___
Group ___
Age ___
The date of the ___
Indicators Score Notes
1. Acceptance of the task:
Negative reaction (sometimes to the point of refusing to participate in the test);
Indifferent reaction to the task;
Quick inclusion in a task;
Friendly reaction.
2. Involvement in the situation:
Passive participation in the task (the child is reluctant to take part in the game, speech accompaniment practically absent, does not communicate well with the experimenter);
Active participation (the child willingly and quickly accepts the situation, willingly comes into contact with the experimenter)
3. Emotional states:
Predominance of negative emotions;
Equal expression of both positive and negative emotions;
A clear predominance of positive emotions.
4. Color selection:
Choice dark colors (black, brown, gray) speaks of the predominance of negative emotions associated with the visit kindergarten: feelings of anxiety, fear, protest reactions;
The choice of red and purple colors indicates the predominance of such emotional states associated with the visit kindergarten like irritability and aggression;
Choice of green and blue colors indicates a feeling of restlessness, anxiety;
The choice of yellow and red colors indicates the predominance of positive emotions.
5. Voice accompaniment:
There is no speech accompaniment;
Low speech activity (the child is reluctant to answer the adult’s questions, the answers are mostly monosyllabic);
Normal speech activity (the child willingly comes into contact with the experimenter, answers questions with sentences, and accompanies his actions with speech;
Excessive speech activity (speech accompanies the child’s actions, from answering questions to stories from life)
Conclusions on determining the type of child’s attitude towards kindergarten: ___
Emotional Attitude Test
Material: sheet of paper, colored pencils.
Younger and middle children are given ready-made cards with 5 circles drawn. Older children are asked to draw 5 circles across the cell.
You can choose your own questions.
Children are seated one at a time at the table.
1. Fill in the first circle with the color of your mood when you go to kindergarten.
2. Fill in the second circle with the color that matches your mood when doing math.
3. Fill in the third circle with the color of your mood when you play.
4. Fill in the fourth circle with the color of your mood when you go home.
5. Fill in the fifth circle with the color of your mood when you go to bed.
Carry out up to 3 times.
Color designation
Red – excited, enthusiastic attitude.
Orange – joyful, pleasant.
Yellow – warm, friendly.
Green – calm.
Blue – sad, unsatisfactory.
Purple, brown - alarming.
Black – sadness, despondency.
If one or more activities are constantly painted black, then the teacher should immediately pay attention to this. For example, on classes: review the structure, content so that the child finds it interesting, and so on for each type of activity.
Analysis "The atmosphere in my group»
Teachers are encouraged to analyze group situation using the following scheme:
The situation in group.
1. What is the atmosphere in my group? (General impressions.)
2. Why do I think this?
3. What aspects of the atmosphere in my group I rate it as positive?
4. What aspects of the atmosphere in my group Do I rate it as negative?
The relationship between the teacher and the child.
1. Which of the children do I have good contact with?
2. What explains this?
3. Which of the children do I not have such a good relationship with?
4. How can this be explained?
Relationships between children.
1. Which children have good relationships?
2. What caused this?
3. Which children often quarrel with each other?
4. Why is this happening?
5. Which children are often offended?
6. Why is this happening?
Thus, having become familiar with practical developments in the field of studying the emotional states of preschoolers, you understand that Creation emotional well-being and comfort has an impact on all areas mental development . The results you receive also represent an assessment of your professional activities and the success of your educational and educational activities.
2.2. Emotional well-being of the teacher as a condition for the positive emotional state of children. Techniques for relieving emotional stress among teachers.
Everyone knows that children have a developed intuitive ability to grasp the emotional state of adults. Children very easily become infected with negative emotions, so the teacher needs to arrange for himself psychological shower which will help him relieve unnecessary emotional stress.
Psychologist conducts a set of exercises that help increase energy potential.
1. Standing, bring your shoulder blades together, smile, wink with your right eye, then with your left, repeat: “I’m very proud of myself, I’m good for a lot.”.
2. Place your palm on breast: “I’m smarter than everyone else in the world”; arms outstretched above head: "I'm not afraid of anyone"; strain buttocks: “It’s a miracle how good I am”; relax buttocks: “I will now live a hundred years”.
3. Jumping on your right leg, then on your left leg, repeat: “I’m cheerful and energetic and things are going great.”.
4. Rubbing palm against palm, repeat: “I attract luck, I become richer every day”.
5. Standing on tiptoes, clasp your hands above your head in a ring, repeat: “I am warmed by a ray of sunshine, I deserve the best”.
6. Placing your left palm on your forehead, then your right, repeat: “I solve any problems, love and luck are always with me”.
7. Hands on hips. By bending your body forward and backward, repeat: “Any situation is under my control. The world is beautiful and I am beautiful!”
8. Hands on the waist, bending to the right - left, repeat: “I always cherish peace and a smile, and everyone will help me, and I will help”.
9. Clasping your hands, making a deep inhale: "The universe is smiling at me"; deep exhalation: “And everything works out for me”.
10. Clenching your fists while doing rotations fists: “There is no obstacle in my way, everything works out as it should!”
For creating conditions for psychologically comfortable the child's stay in kindergarten needs:
Accept every child as he is. Remember: There are no bad preschoolers. There are bad teachers and parents.
In professional activities, rely on the voluntary help of children, include them in organizational aspects of caring for the premises and area.
Be an entertainer and participant children's games and fun.
In difficult situations for a child, focus on his age and individual peculiarities: always be with him, and not do something instead of him.
Involve parents in the educational process and turn to them for support in cases of non-standard situations.
In your relationship with your children, try to remember that What:
The child doesn't owe you anything. It is you who must help the child become more independent and responsible.
In each specific unfavorable situation, you need to understand what the child is trying to achieve and why he is doing it. Encourage him to comply with social norms and rules, taking into account his condition and interests.
Imposing your rules and demands against the will of children is violence, even if your intentions are good.
There should not be too many prohibitions and strict requirements. This leads to passivity and low self-esteem in students.
A quiet, shy child also needs your professional help, just like a notorious fighter.
A prosperous social development situation is best method transferring to children moral norms and rules of human society. Conversations about morality that are not supported by the protection of children from mental and physical violence, - demagoguery and dangerous practice.
Such forms of relationships in which the teacher, with the help of various arguments, convinces the child of the advantages of one or another action have a very positive effect on the development of children. In this case, the choice is left to the child. This type of relationship requires an individual approach to the characteristics and current conditions of children. It is this kind of unobtrusive care that children most need and thank the adult for their sincere affection for him.
Psychological speech settings
The purpose of speech settings is creation in a group positive emotional background, atmosphere of goodwill and security.
The main purpose of speech settings is to set good mood. They can be carried out in the morning, after exercise, the children and the teacher stand in a circle, holding hands. When pronouncing speech settings, the teacher’s voice must fully correspond to what he is talking about, that is, the voice and facial expressions must convey goodwill, the joy of meeting, etc.
You are offered approximate schemes of speech settings, which can vary according to your wishes, but the essence should remain the same or: they must show children that they are welcome, set them up for friendly relationships with adults and other children.
Show your imagination, give vent to your creativity potential:
Today I am glad to see you all in kindergarten, in our group! We will all spend this day together. May this day bring joy. Let's try to please each other.
I'm glad to see all our children healthy groups, cheerful, in a good mood. I really want us all to maintain this mood until the evening. And for this we should all smile more often, not offend each other and not fight. Let's rejoice in each other.
Hello my dears! Today it is cloudy and damp outside. And in our the group is warm, light and cheerful. And we have fun from our smiles, because every smile is a little sun that makes you feel warm and good. Therefore, today we will smile at each other more often.
3. Discussion, summing up.
Sections: Working with preschoolers
1. The problem of psychological health at the present stage.
Kindergarten is a special place in the lives of most of us. This is a warm and cozy home in which each child is accepted and understood as he is, developing him in the future as an individual.
Program preschool education is focused on introducing children to universal human values and raising a humane, active and respectable personality. This is the position of humanistic pedagogy and psychology. Its main thesis is a person’s desire for self-expression and self-actualization. The ability to express oneself is influenced by a person’s psychological health. And today the problem of a child’s psychological health, his emotional well-being, and comfort is becoming very acute. And this is due to changes in socio-economic living conditions and other factors. And the main factor is the lack of a culture of communication and mutual understanding between people, kindness and attentiveness to each other.
Understanding this, the teaching staff should focus all their efforts on ensuring the physical, psycho-emotional and moral comfort of children. One of the most important areas in the work of teachers is creating a comfortable psychological climate for children. It is very important in what mood the child will cross the threshold of kindergarten. I would like to see every child going to kindergarten happy and not burdened with worries beyond their age.
Every adult, if he is loving, understanding and has not forgotten how to play, can help a child grow up happy and satisfied with the people around him, both in the family and in kindergarten. IN preschool childhood The main figures in communication are adults - parents, teachers.
The main condition under which a child’s personality develops harmoniously and he feels emotionally well is a personality-oriented pedagogical process. Wherein Special attention addresses the emotional side of the teacher’s relationship with children. Kindergarten employees should try to give the warmth of their souls to the children every day. Relationships between children and adults must be built on the basis of cooperation and respect. Educators should try to see the individuality of each child, understand his emotional state, respond to experiences, take the position of the child, and inspire confidence in himself. Teachers create a sense of emotional comfort and psychological security in the child.
As a result of a survey of kindergarten teachers and parents regarding their understanding of the term “health,” it turned out that the majority of respondents explain this concept in terms of stable physical well-being. But, in essence, health is a combination of several components: physical, emotional, intellectual and spiritual. Unfortunately, many of us begin to understand quite late the importance of not only physical, but also emotional health, both of ourselves and in relation to the child.
Why is it so important to maintain the emotional (mental, psychological) health of children? Surely each of us can answer this question by determining the consequences of psychological discomfort for a child - the appearance of phobias, fears, anxiety, increased aggressiveness; - the transition of psychological experiences into somatic disorders, when a child who has received psychological trauma becomes physically ill; - manifestation of psychological trauma received in childhood in a more mature age period in the form of psychological defense - a position of avoidance (isolation, drugs, suicidal tendencies), manifestation of aggressive behavioral reactions (running away from home, vandalism).
Questions about psychological comfort and mental health should be addressed primarily to teachers, since most of the time children are in kindergarten.
2. Creating psychological comfort in kindergarten to preserve and strengthen the psychological health and development of the child’s personality.
It is known that as soon as you cross the threshold of a group, you can feel the atmosphere of relaxedness or closedness, calm concentration or anxious tension, sincere fun or gloomy wariness that is present in the group.
The atmosphere in a kindergarten group is determined by:
- The relationship between the teacher and children;
- Relationships between the children themselves;
- Relationships between educators;
- Relationships between teachers and parents.
A good climate in a group occurs when all its members feel free, remain themselves, but at the same time respect the right of others to be themselves. The teacher has a very significant influence on the quality of the group climate. In fact, it is the teacher (and not the children, as we usually think) who creates a certain climate in the group. The first step that an educator interested in creating a favorable atmosphere in a group must take is to create and analyze the group situation.
3. The emotional well-being of the teacher, as a condition for the positive emotional state of children.
Before moving on to recommendations for creating psychological comfort in kindergarten groups, I would like to pay special attention to the psychological comfort of teachers. Everyone knows that children have a developed intuitive ability to grasp the emotional state of adults. It is worth emphasizing that the decisive role in creating emotional atmosphere belongs to the teacher-educator, his own mood, the emotionality of his behavior and, in particular, his speech, as well as his loving attitude towards children. Children very easily become infected with negative emotions, so the teacher needs to arrange a psychological shower for himself, which will help him relieve unnecessary emotional stress.
To create conditions for a psychologically comfortable stay of a child in kindergarten, it is necessary:
- Accept every child for who they are.
Remember: there are no bad preschoolers. There are bad teachers and parents. - In professional activities, rely on the voluntary help of children, include them in organizational aspects of caring for the premises and area.
- Be an entertainer and participant in children's games and fun.
- In difficult situations for a child, focus on his age and individual characteristics: to always be with them, and not to do anything instead of him.
- Involve parents in the educational process and turn to them for support in cases of non-standard situations.
Remember: the child does not owe us anything. It is we who must help the child become more independent and responsible. - Imposing your rules and demands against the will of children is violence, even if your intentions are good.
- There should not be too many prohibitions and strict requirements. This leads to passivity and low self-esteem in students.
- Quiet, shy child also needs your professional help, just like a notorious fighter.
Such forms of relationships in which the teacher, with the help of various arguments, convinces the child of the advantages of one or another action have a very good effect on the development of children. In this case, the choice is left to the child. This type of relationship requires an individual approach to the characteristics and current conditions of children. It is this kind of unobtrusive care that children most need and thank the adult for their sincere affection for them. Parents, teachers and kindergarten psychologists must be like-minded people who understand that raising a child requires joint efforts. To do this, it is necessary to create optimal conditions for the psychological and emotional well-being of each child.
Consequences of psychological discomfort: The appearance of phobias, fears, anxiety, increased aggressiveness; Somatic disorders; Psychological trauma in childhood, psychological defense in adulthood: position of avoidance, manifestations of aggressive behavioral reactions.
Favorable climate Atmosphere of goodwill, care for everyone; Trust, exactingness; Responsibility; Feeling of security; Involvement in what is happening; Self confidence; A good mood; Formation of a value attitude towards personality, business, truth.
Authoritarian style Teacher – leader, organizer; children are performers (lack of independence, lack of initiative) Teacher’s principle: “Trust, but verify” (lack of respect, trust in the child’s personality); Expectation of unquestioning obedience, obedience; Does not take into account relationships between children; Does not admit mistakes; Low assessment of children's capabilities; Publicly points out to the child his mistakes and shortcomings in behavior.
Democratic style The teacher takes into account the characteristics of the children’s age, optimally divides functions between himself and the children; Studies and takes into account interpersonal relationships; Shows maximum demands, maximum respect; Feels a need for feedback from children; Able to admit mistakes; Prefers a fruitful conversation with the child alone.
To create conditions for a psychologically comfortable stay for a child in kindergarten, it is necessary to: Accept each child as he is. Rely on the voluntary help of children. Be an entertainer and participant in children's games and fun. In difficult situations for a child, focus on age and individual characteristics: always be with him. Involve parents in the educational process.
Remember: Your child doesn’t owe you anything. Encourage the child to comply with social norms and rules, taking into account his condition and interests. Do not impose your rules and requirements. Fewer restrictions and requirements. A quiet, shy child also needs help, just like a notorious fighter.
Psychologically comfortable environment: organizing an area for psychological relief; teaching aggressive children how to express anger in acceptable ways; teaching children the ability to control themselves in various situations, self-regulation techniques; teaching children conflict-free communication through emotional and educational games; increasing the self-esteem of anxious, insecure children; teaching children cooperation skills and coordinated team actions.
Workshop for teachers on the topic:
“Creating psychological comfort in kindergarten groups”
Tasks:
Introduce educators to the components of psychological comfort and emotional well-being of children in a group.
To promote the effective use of educational and educational actions aimed at personality-oriented interaction with the child.
Mental health problem
Diagnostic tools for educators to assess the psychological climate in the group and the emotional well-being of the child
Information part.
Practical part.
Discussion, summing up.
The problem of psychological health.
Information part.
It's no secret that many children have neurotic disorders. There are many reasons for this, including an unfavorable family situation and the individual characteristics of the child. Such children are difficult for parents and teachers. But on the other hand, sometimes adults turn quite psychologically healthy children into neurotics.
Why is it important to preserve the mental and psychological health of children? This question can be answered by determining the consequences of psychological discomfort for the child.
The appearance of fears, anxiety, increased aggression;
The transition of psychological experiences into somatic disorders; …..
The manifestation of psychological trauma received in childhood in a more mature age period in the form of psychological defense - a position of avoidance (isolation, suicidal tendencies), the manifestation of aggressive behavioral reactions (running away from home, vandalism, violence)
Consequently, psychological comfort is necessary not only for the development of the child and his assimilation of knowledge. Depends on physical state children. Adaptation to specific conditions, to a specific educational and social environment.
Since we operate with two concepts, it must be said that mental and psychological health are different things, as science says.
Pmental health- stable and adequate functioning of the human psyche, the basic mental functions of a person - thinking, memory and others. A set of attitudes, qualities and functional abilities that allow an individual to adapt to the environment. I like the definition of “mental health” given by Seneca (Roman philosopher, poet, politician who lived in the 1st century AD - editor’s note) “A mentally healthy person should be of maximum benefit to many people; if this is impossible, then at least a few; if this is impossible, then at least to your neighbors; and even if this is impossible, then at least to yourself!”
P psychological health- This is not only mental, but also personal health. Psychological health is defined as a state when mental health is combined with personal health, everything is bright and cool for a person, and at the same time he is in a state of personal growth and readiness for such growth.
The term “psychological health” was introduced into the scientific lexicon by I.V. Dubrovina, who deals with a range of issues related to the organization of psychological services in the education system. This term emphasizes the inseparability of the physical and mental in a person. According to I.V. Dubrovina, the basis of psychological health is complete mental development at all stages, i.e. psychological health should be considered from the point of view of the spiritual wealth of the individual, orientation towards absolute values (goodness, beauty, truth). Thus, if a person does not have an ethical basis, then it is impossible to talk about his psychological health.
The criminal is mentally healthy and something is incremented for him, otherwise he will have to undergo treatment. It is clear that his moral principles are far from the ideal, that same ethical basis, i.e., in any case, he cannot be called psychologically healthy.
But it must be said that the essence of the term has not yet been definitively defined.
Generalized portrait psychologically healthy child- is, first of all, creative, cheerful, cheerful, open child, knowing himself and the world around him not only with his mind, but also with his feelings. Such a child takes responsibility for himself, his life is filled with meaning.
Pedagogical indicators of mental health and well-being of preschool children are as follows:
behavior, thoughts and feelings of the child, adequate to environmental conditions and events;
socially acceptable ways of self-affirmation and self-expression;
positive emotional background, optimistic attitude, ability for emotional empathy;
uniform and timely development of basic mental processes, sustainable cognitive activity;
a friendly attitude towards others, full communication, the nature of which corresponds to age standards.
Conventionally, the state of a child’s psychological health can be divided into three levels:
TO high level- creative - can be classified as children with stable adaptation to the environment, the presence of a reserve of strength to overcome stressful situations and an active creative attitude to reality. Such children do not require psychological help.
The average level - adaptive - includes children who are generally adapted to society, but who have some increased anxiety.
The low level - maladaptive - includes children whose behavior style is characterized, first of all, by the desire to adapt to external circumstances to the detriment of their desires or capabilities, or, conversely, using an active offensive position, to subordinate the environment to their needs. Children classified at this level of psychological health require individual psychological assistance.
Questions about psychological comfort, psychological and mental health should be addressed primarily to teachers, because Most of the time children are in kindergarten.
Creating psychological comfort in kindergarten groups to preserve and strengthen the psychological health and development of the child.
What is comfort?
Comfort- borrowed from in English, where comfort “support, strengthening” (“Etymological Dictionary”, N. M. Shansky).
Comfort- living conditions, stay, environment that provide convenience, tranquility and coziness. (“Explanatory Dictionary of the Russian Language”, S. I. Ozhegov).
Psychological comfort- living conditions in which a person feels calm, there is no need to defend himself.
We can say that a child is comfortable in a group if the child feels good emotionally, when he comes to kindergarten in a good mood and it hardly changes during the day; when his activity is successful or is experienced by him as successful thanks to the attentive attitude of those around him; when there is no experience of danger from the environment; when there are friends with whom you want to play and who mutually show interest; when the child is treated well by the teachers and everyone around him.
Of course, this is the perfect portrait of an emotionally healthy child. However, the adults around him can and should help the child be like this.
Components of emotional comfort in a kindergarten group
Visual psychological comfort
Positive psychological climate (atmosphere) in the group.
Creating psychological security.
How is visual psychological comfort created?
Paintings;
landscapes, fairy tale episodes
phytodesign elements
interior decoration with children's activities - gallery of drawings, applications.
When registering, take into account age characteristics preschool children. It is common for any person to experience certain psychological states at some moments in their life. That’s why we have created corners of solitude in our groups. This is a place for fantasies: you lie down, sit out, play a calm game, calm down - you can go out and join the general bustle again.
Teachers develop in children the ability to determine their own and other people’s emotional states. To do this, you can use the following aids:
- the ABC of emotions;
- mood screens that help to notice deviations in the emotional state and provide emotional comfort in a group of children.
They are all different in style, design and content.
How is a positive psychological climate (atmosphere) created in a group?
A person who is competent in communication, first of all, establishes a certain atmosphere of communication, which helps the partner feel free and comfortable. The expression “we have good contact” means “we understand each other, we are interested in each other, we trust each other.” A certain atmosphere is present in communication not only of 2-3 people, but also characterizes the general atmosphere in a permanent group of people (family class team labor) The kindergarten group in this sense is no exception. Sensitive people can immediately, just crossing the threshold, feel the atmosphere of relaxedness or isolation, calm concentration or anxious tension that is present in the group
In a kindergarten group, the atmosphere is determined by
relationship between teachers and children
relationship between the children themselves
The teacher has a very significant influence on the quality of the group climate.
We discussed the topic “The influence of the teacher on the interpersonal relationships of children in the group.” Knowing the status position of the child in the group makes it possible to properly build his relationships with peers. After a sociometric study, teachers of older groups received this information.
The influence of pedagogical communication styles on the psychological climate in the group.
Speaking about the relationship between teachers and children, I would like to remind you of the styles of pedagogical communication, among which are authoritarian, liberal, and democratic. From what is stated in the definitions we can conclude: the most optimal and effective is democratic, it is he who serves the formation of conscious discipline, creativity, cognitive activity. It is he who suggests the removal (if possible) all stress-generating factors of the educational process, creating in a group during classes during other regime moments an atmosphere that relaxes children and in which they feel “at home”.
No advances in knowledge will be of any use if they are “involved” in fear of adults and suppression of the child.
As the poet Boris Slutsky wrote:
Won't teach me anything
That which pokes, chatters, bugs...
What helps create a child’s sense of psychological security?
The answer is absolutely clear - eliminating threats to psychological health.
This task can be solved in close cooperation with the family.
There is a so-called general threat, i.e. It is by its nature both external (comes to the child from the outside) and internal (the child takes it, as they say, close to his heart and it greatly influences him) - this is information.
Psychologists consider incorrect information to be the most harmful, in other words, when adults deceive a child in his expectations. This can lead to a psychological breakdown (for example, to reassure, they say that mom will come soon, and the opposite effect is achieved - the child is constantly in a state of tense anticipation).
Diagnostic tools for educators to assess the psychological climate in the group and the emotional well-being of the child.
Practical part.
The first step that a teacher interested in creating psychological comfort in a group should take is to analyze the group situation. This requires certain diagnostic tools:
- A test to check the psychological comfort of children staying in a kindergarten group.
Color diagnostics “Houses”
A test to check the psychological comfort of children staying in a kindergarten group."I'm in my kindergarten group."
In order for the teacher to understand how comfortable his students feel in the group, you can invite the children to draw a picture on the topic “I am in my kindergarten group.”
The expected drawings of children can be divided into three groups:
* The child draws only the building.
* The child draws a building with elements of a playground.
* The child depicts himself in the room or on the street.
The first group of drawings is the most alarming. If there is nothing in the picture except a building, it means that the baby perceives the kindergarten as something alienated, faceless. This means that life in kindergarten does not evoke positive emotions in him and he is not identified with the events taking place there.
The situation that inspires the most optimism is when a child depicts himself in a drawing. In this case, you can put a bold cross next to the child’s last name: the events that happen in kindergarten are personally significant for him. But the analysis of the situation is not limited to this. You need to pay attention to other elements of the picture. Are there children in the picture? Teacher? Playing field? Toys?
Their presence allows the teacher to put another cross: the child has reflected in his work many different connections and relationships. The playing field, for example, is a very important element. If a child depicts himself standing on the carpet, on the floor, on the ground (children often depict their support as a straight line), this is a good indicator. This means that he “stands firmly on his feet” and feels confident. It’s good if the picture shows flowers, the sun, birds - all these are details that indicate “peace” in the soul.
You need to try to understand what the child is expressing when drawing the teacher. On the one hand, her appearance in the picture is a positive thing. This means that a teacher for a child is a significant character whose presence he must reckon with. But it is important how the teacher faces the child - with her back or face, how much space she takes up in the picture, how her hands and mouth are depicted.
The emphasis on the mouth and the many lines around it may indicate that the child perceives the teacher as a bearer of verbal aggression.
The color scheme of the picture is also important. A positive emotional mood is indicated by the child’s use of warm colors (yellow, pink, orange) and calm, cold colors (blue, cyan, green).
A rich violet color, which covers quite large areas of the picture, may indicate the stress that the child is experiencing, and an abundance of red may indicate an overabundance of emotional stimuli.
Abuse of black color, thick shading that presses through the paper, similar to crossing out, signal the child’s increased anxiety and emotional discomfort.
During testing drawing, the teacher should not comment on the children’s actions and tell them directly or indirectly what elements can be added to the drawing.
In this case, it is also impossible to evaluate children’s work. It is better if the teacher simply asks the kids to give him drawings as a souvenir. Despite the fact that the drawing test “I am in my kindergarten group” is an informative and convenient express diagnostic test, the ease of its assessment is apparent.
Perhaps some elements of the drawing will be incomprehensible to the teacher, and some will lead to false conclusions. A drawing, for example, may only reflect the child’s situational anxiety and mental discomfort associated with family conflicts that he could witness in the morning, with poor health, with an upcoming visit to the doctor, etc.
Therefore, in order to have a true picture of the psychological state of the child in the group, the test must be repeated after two weeks.
Color diagnostics “Houses”(E.Yu.Firsanova).
This diagnostic was developed based on the “Color Relationship Test” by A.M. Etkind.
The purpose of the methodology is to determine the emotional state reflecting the child’s attitude towards the preschool institution….
This technique is carried out individually with each child. Children were asked to playfully choose one of eight houses of different colors. The following colors were used: blue, green, red, yellow, purple, brown, gray, black.
Instructions:“This is the girl Katya (boy Kolya). Katya (Kolya) goes to kindergarten. Choose a kindergarten for Katya (Kolya).”
After choosing a house, a conversation was held with the child:
Does Katya like going to kindergarten?
- What will Katya do in kindergarten?
- What does Katya like most about kindergarten?
- What doesn’t Katya like about kindergarten?
During the diagnosis, the following indicators were recorded:
1. Child's behavior.
2. Emotional state.
3. Speech accompaniment: no speech accompaniment; low speech activity; normal speech activity; excessive speech activity.
4. Choice of color: the choice of dark colors (black, brown, gray) indicates the predominance of negative emotions associated with visiting kindergarten: feelings of anxiety, fear, protest reactions, etc.; the choice of red and purple colors indicates irritability and aggression; the choice of green and blue colors indicates a feeling of anxiety and anxiety; the choice of yellow and red colors indicates the predominance of positive emotions.
Emotional well-being of the teacher as a condition for the positive emotional state of children. Techniques for relieving emotional stress among teachers.
Everyone knows that children have a developed intuitive ability to grasp the emotional state of adults. Children very easily become infected with negative emotions, so the teacher needs to arrange a psychological shower for himself, which will help him relieve unnecessary emotional stress.
Exercise. "Mood"
A few minutes ago you ended an unpleasant conversation with the mother of a child who constantly violates discipline. In a conversation with her, you talked about education. Unexpectedly for you, the parent showed complete rejection of your pedagogical recommendations, arguing for lack of time, busyness at work and the fact that “they should educate in the garden.” You couldn't help yourself in response. Your intentions for a calm and constructive conversation have been destroyed.
How to remove the unpleasant aftertaste after such a conversation?
Take colored pencils or crayons and a blank sheet of paper. Relaxingly, with your left hand, draw an abstract plot - lines, color spots, shapes. It is important to completely immerse yourself in your experiences, choose a color and draw the lines the way you want, in full accordance with your mood. Try to imagine that you are transferring a sad mood onto paper, as if materializing it. Have you finished your drawing? Now turn the paper over and on the other side of the sheet write 5-7 words that reflect your mood. Don’t think too long; it is necessary for words to arise without special control on your part.
After this, look at your drawing again, as if reliving your state, re-read the words and with pleasure, emotionally tear up the piece of paper and throw it in the trash.
You noticed? Just 5 minutes, and your emotionally unpleasant state has already disappeared, it turned into a drawing and was destroyed by you. Now go to class! Did you have a good rest!
A set of exercises that help increase energy potential.
1. Standing, squeeze your shoulder blades together, smile, repeat: “I’m very proud of myself, I’m good for a lot.”
2. Bouncing on your right and then on your left leg, repeat: “I am kind and energetic and things are going great.”
3. Rubbing your palm against your palm, repeat: “I accept luck, I become richer every day.”
4. Standing on tiptoes, clasp your hands above your head in a ring, repeat: “I am warmed by a ray of sunshine, I deserve the best.”
5. Place your left palm on your forehead, and then your right, repeat: “I solve any problems, love and luck are always with me.”
6. Hands on your hips, bending your body forward and back, repeat: “Any situation is under my control. The world is beautiful and I am beautiful."
7. Hands on the waist, tilting left and right, repeat: “I always take care of peace and a smile, and everyone will help me and I will help.”
8. clenching his fists, making rotations with his hands: “There is no obstacle in my way, everything works out as it should.”
In your relationship with your children, try to remember thatThe child doesn't owe you anything. You must help your child become more independent and responsible.
In each specific unfavorable situation, you need to understand what the child is trying to achieve and why he is doing it. Encourage him to comply with social norms and rules, taking into account his condition.
There should not be too many prohibitions and strict requirements. This leads to passivity and low self-esteem in students.
A quiet, shy child also needs your help.
Conversations about morality that are not supported by the protection of children from mental and physical violence are demagoguery and a dangerous practice.
Psychological speech settings.
The purpose of speech settings is to create a positive emotional background, an atmosphere of goodwill and security in the group. The main purpose of speech settings is to set a good mood. It is best to carry out speech adjustments after the morning reception of children or after exercise. The teacher and children stand in a circle and hold hands. The teacher, addressing the children, says that he is very glad to see everyone and today will bring them a lot of interesting things, etc. The words may be different, but the essence should remain the same: they should show children that they are happy to see them, set them up for friendly relationships with adults and peers.
Relaxation relieves children's psycho-emotional stress, mental and physical fatigue and is carried out as follows. Children lie on the mats on their backs, arms extended along the body, legs straightened, slightly apart. The teacher turns on the music and recites the text, which promotes deeper and more active relaxation for the children. The text gives various positive attitudes: “You feel good, calm, warm, pleasant. When you get up, you will be healthy, cheerful, full of strength, etc.” At the initial stage, for children with increased muscle tone, tactile contact is necessary (touching, stroking, bending and straightening the arms at the elbow and legs at the knee joint; repeat 4-6 times).
At the end of relaxation, children slowly sit down, then stand up and perform 3-4 exercises while observing the rhythm of breathing. For example: raise your hands with your palms up - inhale, bend your torso forward, lower your hands - exhale. The duration of relaxation is from 2 to 7 minutes.
U children first and second junior groups relaxation is an impromptu sleep with a toy. A bunny, a bear or any other character comes to visit the children, plays or talks to the children and invites them to relax a little. Children lie on the mats on their backs and a lullaby sounds. The teacher tells the children that they should not get up while the music is playing and the bear is sleeping, otherwise they will wake him up. The teacher approaches the children one by one, strokes the bear and the child and says, for example: “The bear is sleeping and Masha is sleeping.” After “sleep”, a calm rise and 2-3 breathing exercises are performed: “Blow on the bear, otherwise he gets hot in his sleep.” The bear says goodbye and leaves. The duration of relaxation is from 1 to 3 minutes.
The time for relaxation during the day is determined by the teacher. It can be done before breakfast, before classes, during a break or after classes, after a day walk, before bed, before an evening walk, etc.
Self-regulation exercises
Target self-regulation- relieve physical and mental stress, help children develop self-regulation skills, the ability to recognize and control their emotions and actions. Children are invited to complete the exercise in a playful way. Older children can be told that they need to learn to manage themselves. Children are positioned randomly (standing, sitting) depending on the exercise. The teacher gives a name to the exercise, tells and shows how it is performed. The children do it. If the exercise is familiar and practiced, then you just need to name it. Duration of execution - 1-2 minutes. In the daily routine, this can be class time (instead of physical education) or any other moment when it is necessary to gather children and organize them for some type of activity.
IN younger preschool age self-regulation exercises include working with the hands: clenching and unclenching a fist, clapping, shaking, etc. In middle and older age, all muscle groups are involved in such exercises.
Signs of fatigue in children 3-4 years old appear after 7-9 minutes of exercise, in children 5-6 years old - after 10-12 minutes, 7 years old - after 12-15 minutes. They can be expressed in different ways: yawning, distracted attention, distractibility, irritability, the appearance of automatic, involuntary side movements (scratching, tapping, rocking in a chair, sucking fingers, etc.), impaired posture and coordination of movements. One of effective ways preventing fatigue, improving general condition children, changes in their activities are considered short-term physical exercise, so-called physical minutes.
They relieve muscle tension caused by immobility, switch attention from one activity to another, giving rest to the nerve centers involved in it, and restore children’s performance.
Physical exercises are carried out in the middle of the lesson for 1-3 minutes in the form of game actions. Children really like imitative exercises, accompanied by poetry and, if possible, related to the topic and content of the lesson. But the main thing is that the movements are simple, accessible and interesting to the child, quite intense, affecting many muscle groups, but not excessive.
A physical training complex usually consists of 2-3 exercises for the arms and shoulder girdle, such as stretching - to straighten and relax the spine, expand chest; for the body - bends, turns; for legs - squats, jumps and running in place.
Conclusion
“Once upon a time there lived a wise man who knew everything. One man wanted to prove that the sage does not know everything. Holding a butterfly in his palms, he asked: “Tell me, sage, which butterfly is in my hands: dead or alive?” And he himself thinks: “If the living one says, I will kill her; if the dead one says, I will release her.” The sage, after thinking, replied: “Everything is in your hands.” I didn’t take this parable by chance. We have the opportunity to create an atmosphere in the garden in which children will feel “at home.”
Kristina Gagieva
Creating psychological comfort for children in kindergarten
Currently, scientists in the field of pedagogy and psychology, practicing teachers speak and write about the humanization of education, about an individual approach to children in the process of education and upbringing, about attention to each child, about creating an atmosphere of psychological comfort in kindergarten.
What is it « psychological comfort» ?
V. M. Bleicher, I. V. Kruk defines « comfort» (English comfort, as a complex of conditions of the external and internal environment that are most favorable for the subject, including factors psychological.
That is psychological comfort for a child in kindergarten determined by the convenience of a developing space and a positive emotional background, lack of tension mental and physiological functions of the body.
A-priory World Organization healthcare, mental well-being is one of the main components of human health. That’s why it’s so important to take care of psychological health of preschool children.
Security psychological comfort of children in preschool educational institutions is one of the most important tasks of the teaching staff. The effectiveness largely depends on this pedagogical activity, formation of knowledge, skills, abilities children that contribute to further success in school education.
Efficiency of education and training children in preschool educational institutions, their psychological well-being depends on how a particular activity evokes feelings, operating moment, the situation, how the child experiences his successes and failures, the attitude of adults and peers towards him.
When building the educational process, it is important to take into account individual characteristics children, age capabilities and therefore in communication and interaction with children it is advisable to follow the rule of three "P":
Understanding - the ability to see a child "from within", look at the world simultaneously from two points of view - your own and the child's, see the motivations that drive children.
Acceptance is an unconditional positive attitude towards the child and his individuality, regardless of whether he pleases this moment or not. “I treat you well, whether you succeed or not.”
Recognition is, first of all, the child’s right in solving certain problems. The child should have the feeling that he is the one who chooses.
Following the above rule, coordinated functioning of development emotional sphere And intellectual development will provide psychological comfort of a child in a preschool educational institution, which means its full development.
Frequently arising negative situations, inattentive others, inability to cope with the problem that has arisen lead to a disruption of the child’s emotional state, internal discomfort. And if you do not pay attention to the problems that have arisen in time, this can lead not only to a reluctance to attend a preschool educational institution, but also to deviations in the child’s personal sphere and disruption of social contacts.
The general atmosphere and mood of the group are determined, despite individual characteristics children, adults. It is possible to identify the criteria that make up psychological comfort of a child in a dow.
1. Calm emotional environment in the family.
Emotional stability and absence psychological stress in a child in the family has a great influence on psychological comfort in the dhow. Confidence in the love, respect and understanding of loved ones sets the child up for open, friendly relationships with teachers and peers in kindergarten.
2. Daily routine
It is important for a preschooler to have a stable routine. A child who is accustomed to a certain order is more balanced. He imagines the sequence of classes, the change of activities during the day and tunes in to them in advance. Situation peaceful life, lack of haste, reasonable balance of adult plans - the necessary conditions normal life and development children.
3. Provision comfort subject-developmental environment: compliance with age and current characteristics of the group; availability of toys, non-irritating color scheme of the interior, presence of plants with aroma that helps relieve stress (cinnamon, vanilla, mint) and so on. ;
4. The teacher’s behavior style. First of all, the teacher himself must be calm and friendly. An even demeanor with children is required. The teacher needs to monitor his psychological condition, to prevent aggressive outbursts and lethargic fatigue. Inadmissibility psychological pressure on children and rudeness with them. No successes in development will be beneficial if they are “involved” in fear of adults and suppression of the child’s personality
5. Good traditions
A necessary condition for mental well-being is the child’s confidence that the teacher treats him as fairly and kindly as everyone else, that he is considered as valuable and necessary a member of the group as others children.
For a preschool child psychologically comfortable, if he is healthy, not burdened with internal psychological problems , can be himself if he is surrounded by pleasant adults and children who accept him as he is, if the child is busy with an exciting activity.
An important means of solving educational problems and creating psychological comfort preschoolers have Creation subject-development space of a preschool institution.
Subject development space is the use of equipment and other equipment in accordance with the goals psychological the well-being of the child and his development.
For teachers - psychologists plays a huge role in preserving psychological health of children preschool age. They not only conduct collective and individual lessons with children, but also conversations with parents and teachers. Psychologists in kindergarten take care of the condition psychological comfort of the entire institution, children's and the adult community.
Psychological The health of preschool children is the concern of every adult who is next to the child!