Goals: creating an atmosphere of cooperation and co-creation necessary for the further joint activities of the teacher and parents in raising children; identification of problems and designation of the main guidelines in the work; formation of a team of parents.

Members Key words: parents, class teacher, school psychologist.

Equipment: questionnaires for parents, drawing paper, paints, pencils, felt-tip pens, paper for games; figurines of Christmas trees cut out of paper with parting words from the teacher.

Making a meeting: to create a more relaxed free atmosphere, it is advisable to organize a meeting with a tea party, so you need to think over and prepare everything you need for the tea ceremony.

Meeting progress

Teacher's word. Hello, my new colleagues... Colleagues, because we have a long and difficult road ahead of us, which we need to walk together. Most recently, you brought your kids here - my students - and now you are rightfully members of the parent club of our class. I look into your so different eyes, peer into watchful faces, exactly like those of your children, and again I think about what a difficult and responsible business we have in our hands ...

Well, let's tackle it together.

In a dense, thin-barreled aspen forest, I saw a gray stump in two girths. This stump was guarded by broods of honey mushrooms with pockmarked rough hats. On the cut of the stump lay moss with a soft cap, adorned with three or four tassels of lingonberries. And here the frail shoots of Christmas trees huddled. They had only two or three legs and small, but very prickly needles. And on the tips of the paws, dewdrops of resin still gleamed and pimples of the ovaries of future paws could be seen. However, the ovaries were so small and the Christmas trees themselves were so weak that they could no longer cope with the difficult struggle for life and continue to grow.

He who does not grow, dies! - such is the law of life. These Christmas trees were to die as soon as they were born. It could grow here. But you can't survive.

I sat down near the stump and noticed that one of the Christmas trees was noticeably different from the rest, she stood cheerfully and dignifiedly in the middle of the stump. In the noticeably darkened needles, in the thin resinous stem, in the smartly disheveled top, one could feel some kind of confidence and, as it were, even a challenge.

I put my fingers under the woolly cap of moss, lifted it up and smiled: "That's the point!"

This Christmas tree has cleverly settled on a stump. She fanned out the sticky threads of the roots, and the main spine dug into the middle of the stump with a white awl. Small roots sucked moisture from the moss, and therefore it was so faded, and the root of the center screwed into the stump, getting food.

The herringbone will be long and difficult to drill a stump with a spine until it gets to the ground. For a few more years, she will grow in a wooden shirt of a stump from the very heart of the one who, perhaps, was her parent and who, even after his death, kept and fed the child.

And when only one dust remains from the stump and its traces are wiped off the face of the earth, there, in the depths, the roots of the spruce parent will continue to grow for a long time, giving the young tree the last juices, saving for it the droplets of moisture that have fallen from the blades of grass and strawberry leaves, warming cold with the remaining warm breath of a past life.

V. Astafiev

Teacher. You, of course, understood what the allegorical meaning of this story is. Your beloved children have come to school, where many difficulties, trials, resentments and defeats, ups and downs await them. They are like fragile, defenseless Christmas trees that need to survive in the new world, find their place in it and gain a foothold ... We, dear colleagues, will have to play the role of the very progenitor who should give strength to the new plant ... Difficult, sometimes ungrateful , but a very honorable mission. Agree.

Well, it's time to get to work. Remember, one wise man said: "When a person does not know which pier he is on his way to, not a single wind will be favorable for him." (Seneca.) I propose to designate our route. Now you will be offered questionnaires, the purpose of which is to find out the range of parental interests.

Questionnaire options

1. Please review the possible topics for parent-teacher meetings and mark those that are of interest. If there is no topic in this list that you are interested in, please indicate it.

How to help your child adjust to school.

Schoolchildren's daily routine: importance, opportunities and problems.

How to help your child with homework.

How to take into account the temperament of the child when raising.

In the world of "not wanting": what to do with the manifestation of children's stubbornness.

Something else.

2. What kind of psychological help would you like to receive during thematic parent-teacher meetings?

3. Do you plan to take part in thematic parent-teacher meetings on topics of your choice? (Check one of the answer options.)

Rather yes.

If possible.

Probably not.

4. Write what days of the week, what time is most convenient for you to participate in thematic parent meetings.

5. Please provide your name and contact phone number: _________________

6. Put the number 1 next to the most interesting topic for you, 2 next to the slightly less interesting one, etc.

Thank you for your help and willingness to cooperate!

It is desirable that it be conducted by a psychologist.

The questionnaire should include lines where parents could enter the names of topics of interest to them that are not on the list. This will be a kind of "message" of the psychologist to parents, an invitation to cooperation and recognition of their right to participate in determining the content of joint meetings.

It is useful to offer parents to rank the selected topics according to the degree of interest they arouse, then it will be easier for the psychologist to select the most important ones, as well as to establish their order.

When compiling the questionnaire, attention should be paid to several essential points: clarity and unambiguity of wording; clarity of instruction; friendly tone; availability of an invitation to cooperation; compliance with the principles of security and confidentiality. It is important that parents understand the purpose of the survey.

The psychologist explains the meaning of filling out the questionnaire orally or in writing, in the introductory text of the questionnaire.

Processing and analysis of the survey results.

Focusing on the frequency of choice of topics by parents, as well as on the level of their interest, the psychologist makes a list of topics and establishes a sequence of meetings. Topics that are not included in the number of selected, but important from the point of view of a psychologist, can be discussed at general parent meetings, presenting them in the form of thematic messages.

The answers of parents to the questions of the questionnaire will help teachers to orient themselves in the expectations of parents. If they are not quite realistic or do not relate to the content of the class teacher's activities, then the planned meeting should begin by clarifying which issues can be resolved during the meeting at the parent meeting, and which ones - in the process of individual work with a psychologist, class teacher.

Information about the most convenient meeting time makes it possible to choose the best day for the meeting, thereby increasing attendance.

Teacher. A journey is always successful if those who walk side by side understand each other well. But first, we need to get to know you better. I propose to take a break a little by taking part in the game "All covered with greenery." (For the game, you need to prepare 2-3 sheets of Whatman paper, paints, brushes, pencils.)

Exercise. Imagine that you are on a deserted island. Just don't be scared, because you have magical colors with you. Everything (I repeat and emphasize), everything that you draw with these paints, immediately becomes a reality: food, clothes, etc. So, choose your part of the island - and get to work.

The essence of the game: this is a game with elements of diagnostics. In the course of it, small groups are immediately distinguished (as a rule, they jointly choose parts of the island); leaders who manage what, how and where to draw “on the island”, and those who are not accepted, who either did not find a place on the island, or they themselves prefer not to get involved in common activities. Pay attention to the remarks that the participants exchange: orders, requests, suggestions, advice, instructions ...

Also, find out what the rescued draw. Houses? Wonderful! Roads, cars - not bad either ... Is there a theater on your island? Library? School at last?

The choice of certain items characterizes the system of values ​​of the participants in the game.

Teacher. Have a rest? I've been watching your actions very carefully and... I think it's time to choose a parent committee. I think after the game it will be a little easier for you to do this. I really need help coordinators of our work.

Selection of members of the parent committee.

Teacher. Unfortunately, our meeting at the parent club is coming to an end. I was very glad to meet you. I want to believe that the feeling is mutual. It's nice to see that a very small amount of time spent together has made the atmosphere in our club a little warmer and more friendly. To consolidate, to leave this mood in your memory, I suggest that you all “spin in a carousel”. Carousels of kind words and wishes. (Parents are invited to take part in the Carousel game. Paper and a pen are required for each participant.)

Exercise. Now we will deal with the epistolary genre. At the end of the session, each of you will receive a letter, which everyone present will take part in writing. But first, sign your sheet in the lower right corner (first name, last name - as you like) and pass it to the neighbor on the right.

You have a piece of paper with your neighbor's name on it. Send him a few words. What to write? Whatever you want to say to this person; kind words, wish, recognition, doubt; it may be a drawing ... But your appeal should fit into one or two phrases.

In order for your words not to be read by anyone other than the addressee, you need to bend the top of the sheet. Then this sheet is passed to the neighbor on the right. You get a new sheet on which you can write a short message to the next participant in the game. This continues until you receive a sheet with your own first and last name. This letter, having made a circle, was in the hands of each of the participants, and each wrote to you what, perhaps, he had long wanted to say.

As a result of such a circular letter, each of the participants exchanges mutual "emotional strokes".

Teacher. I advise you to keep this leaflet and look into it in difficult moments of your parental life in order to remember what you were like at the very beginning of your child's school life, at the very beginning of your membership in the school parents' club. And one more thing - in memory of our first meeting, I want to give each of you a symbol, the meaning of which you will surely understand. (The teacher gives each parent a Christmas tree cut out of thick paper - a symbol of a child who has come to school, in need of advice, help, care.) On the back of the figure, you can write the teacher's parting words:

Be an adult and a child; be wise and unpredictable.

Do not skimp on kind words to your children, but do not curry favor with them.

Don't be discouraged if something doesn't turn out the way you planned.

Don't resist when you suddenly discover that your children want to teach you something.

Don't be afraid to make mistakes.

Let you be interesting with your children.

Teacher. And now, dear colleagues, I say to you: Goodbye. See you again.

, School psychological service

Conduct form: training "Acquaintance and cohesion".

Objectives: To provide psychological support to parents; motivate them for further joint work; activate parental feelings; give the opportunity to get to know each other and other children better.

Introductory word of the psychologist:

“When a child comes to school, he has a new chance to realize himself. New roles that the family cannot offer seem extremely attractive to the child and significant for his personal growth. Normally, he trusts and hopes. Children go to school thinking about the future. They project maternal functions onto the teacher. Having received such an advance, the teacher uses it to establish contacts between children and set the human rules for these relationships. The further direction of the child's personal development depends on the solution of problems of a given age (6-8 years). A successful decision will allow you to form such qualities as diligence, diligence, which are the result of understanding the role of your own efforts to achieve success, or a feeling of inferiority will develop, from the feeling “it does not depend on me personally”.

Social relations of this age allow solving such vital tasks as achieving cooperation, cooperation, joint activities with a variety of people. Such an experience forms in the child alternately feelings of belonging to the team, then feelings of independence from it. Diligence and diligence with a positive assessment of society forms competence. A healthy ambition is formed, as well as partnership qualities “a sense of comradeship”, cohesion, and group values. With the wrong organization of school life, violations of personal development occur: the child falls into "adaptability", devoting his strength to obtaining grades, loses the opportunity to form internal criteria. All of the above affects the quality of life in adolescence and adulthood. Realizing the importance of personal development in primary school age, we set a goal to help our children, and for this we are adults - teachers and parents must be able to demonstrate their competence and positive orientation”

Psychologist together with the class teacher training:

1.Game acquaintance.

Participants sit in a circle, each in turn pronounces his name and adds a characteristic quality to the first letter of the name. Each subsequent participant calls the names and features of the previous ones, so that the last one names all those present. This allows you to remember the names of all parents well, introduces an element of the game, relieves tension and confusion, sometimes stiffness.

2. Acquaintance in pairs.

All parents are divided into pairs by coincidence when moving in the outer and in the inner circles. In 10 minutes of communication, going to different places so as not to interfere with each other, they try to find out as much information as possible about the other child (name, what he loves, what he appreciates, what he likes, who are friends, interests outside the home and school). Then all the parents again gather in a common circle, and each represents the child of his partner.

3. Final discussion.

Each parent talks about the feelings and impressions of today's parent meeting.

Here is the opinion of Ramazan Latifov's mother:

In my opinion, holding parent meetings, as well as trainings with the invitation of a school psychologist in primary grades, are important events in shaping the school life of our children.

After all, it should be not just a meeting of parents, where everyone can get to know each other, but also express their ideas, proposals for the implementation of certain events, competitions for children. This leads to their unity and friendship in the classroom, generalizes interests, but to some extent will be an incentive in learning.

Parents, in turn, should be interested in holding a parent meeting not only for children, but also for themselves. After all, the interest in the school life of children depends on how bright the ideas of our parents will be.

Parent meetings reflect three important areas in working with parents and children: teaching them communication techniques and the art of conflict resolution, raising the legal culture of parents and their children, and the ability to provide real assistance to younger students in acquiring knowledge and understanding the world.

In order to rally the parent team, I propose to use various round tables, and instructive tales and parables that complement the content will touch the mind and soul of each participant in the educational process.

And this is the opinion of the mother of Abdulgamidova Madina:

The parent meeting took place in an unexpected form for me. I was pleasantly surprised! Meeting other parents allowed me to learn more about my child's classmates. The survey made me think about my daughter's state of mind.

I was also pleasantly surprised that all parents took part in this cognitive “game”. The joint work of the teacher and the school psychologist was not in vain for us (parents), for which we thank you very much!

4.

At the end, parents receive a memo “To Parents of a First Grader”

Memo for parents of first graders

“Do you know your child?

(From the book of one of the leading US experts in the field of child psychology, Alan Fromm, “The ABC for Parents”, Lenizdat, 1991. p.13)

How can you tell if your children are mentally healthy? Are they adapted? Here are a few questions that may be helpful to you:

1. Is it easy to make your child laugh?
2. How often does he act up: less than once or twice a week?
3. Does he lie down to sleep calmly, without putting everyone out of patience?
4. Does he eat everything, is he enough, is he not capricious at the same time?
5. Does he have friends who treat him well and with whom he enjoys spending time?
6. Does he often lose his temper?
7. Is it always necessary to look after him, to be aware of his affairs?
8. Does he manage to sleep peacefully at night?
9. Does he have bad habits, actions or obsessive fantasies?
10. Can you leave him alone for a while without fear that he will be upset as if you are leaving him forever?
11. Does he behave well with peers, does he need special supervision or control on your part?
12. Does he have any minor fears?

If you answered positively to all questions, you can be calm, your child is well adapted to life, although, of course, there is no complete adaptation. In any case, more than eight “yes” is still a good adaptation.

If you had a lot of “no” answers (more than eight), then this indicates that the child has difficulties in adapting.

You should contact a child psychologist or at least observe the child yourself, talk to him.

If you have approximately the same number of negative and positive answers, then this means that your child has some specific problems that prevent him from adapting to some life situations.

What are these problems - try to find out by talking with your child.

Perhaps, with your help, he will be able to cope with them.

Parents analyze test results.

In conclusion, the class teacher thanks the school psychologist Olga Dmitrievna and the parents for participating in the parent meeting.

Bibliography

1. Fromm A. “ABC for parents”, Lenizdat, 1991. p.13.
2. Garbuzov V.I. Practical psychotherapy. JSC "Sphere" St. Petersburg, 1994 p.81.
3. Vopel K. Cohesion and tolerance in the group. Publishing house "Genesis". - M. 2006 p.94.
4. Khukhlaeva O.V. Paths to your Self. Psychology lessons in grades 1–3.
5. Yaremenko E.O. What is a parent meeting. Scientific and practical journal about RO in Russia and abroad. Point @ RO, 2008 - No. 2. - p. 42-45.

Methodical development of parent meeting

"Meet the parents of future first-graders."

Purpose of parent meeting:Creation of conditions for the inclusion of parents of future first-graders in the process of preparing a child for school.

Tasks

• Introduce parents to each other.
• To acquaint with the difficulties of adapting the child to school and give recommendations on this topic.
• Equip with practical advice and recommendations for preparing a child for school.

Proceedings of the meeting

Hello. I am very pleased to meet the parents of my new students, but the moment of our meeting is also characterized by the fact that not only you are worried, but, frankly, I am too. Will we like each other? Will we find mutual understanding and friendship? Will you be able to hear, understand and accept my demands and help our little first graders? It is on this that the success of our joint work depends. We meet with some parents for the first time, with others we already know each other. I'm glad for all of you. In order for us to be comfortable together, let's get to know each other a little. Each of you say to your group neighbors what your name is and write on one flower petal how best to address you(by name, by name and patronymic.)

(There is a flower cut out of paper on the tables in groups.)

Very well. We got to know each other a little. Now let me tell you a little about myself.(The teacher talks about himself, his hobbies.)

From the first of September, everything will be different for your children: lessons, teacher, schoolmates. It is very important that at the same time you, loving parents, are close to your children. Now we are one big team. We have to rejoice together and overcome difficulties, grow up and learn. Learning means teaching yourself. As a rule, their mothers and fathers, grandparents study with children. He studies with his students and teacher. I hope that all four years our team will be friendly and united.

Can you make a clap with one hand? Need a second hand. Clap is the result of the action of two palms. The teacher is only one hand. And no matter how strong, creative and wise she is, without a second hand (and it is in your face, dear parents), the teacher is powerless. From here it can be deduced first rule:

- only together, all together, we will overcome all the difficulties in the upbringing and education of children.

Take everything by flower. Color them.(On the tables are the same flowers in size, color, shape, colored pencils, felt-tip pens.)Now compare your flower with the flowers of your neighbors. All flowers were the same in size, color, shape. Tell me, after you have painted a flower, can you find two absolutely identical flowers?(Not.) We are adults UNDER THE SAME CONDITIONS, we do everything differently. From hereour second rule:

Never compare your child to others! There is no one or something better or worse. There is OTHER!We will compare, but only these will be the results of the same child yesterday, today and tomorrow. It is called MONITORING . We will do this in order to KNOW HOW AND WHAT TO DO WITH IT TOMORROW. We will do this in order to grow every day. And not only in studies, but also in actions.

And now I offer you the well-known fairy tale "Gingerbread Man"in a psychological way and ask you to take an active part in its analysis.

So, we started. (Parents help in retelling the tale from the pictures.)

There lived a grandfather and an old woman. They didn't have children. They were lonely, and they decided to bake a bun. What did they do? Correctly. They swept the barrels, scraped the box, and they got a bun.

First commandment:A born child in a family should always be welcome.

They scraped the bottom of the barrel, swept the box, and they got a bun. They put him on the windowsill to cool down.

Second commandment:Do not leave small children unattended.

The bun rolled along the path and met there first a hare, then a bear, then a wolf.

Third commandment:Teach your child to communicate with the outside world.

He met a fox affectionate, cunning.

Commandment Four:Teach your child to recognize good and evil, the true intentions of people.

The fox ate the bun.

Commandment five: Teach your child independently with honor and dignity, without prejudice to life, to get out of difficult life situations.

Here we have such a well-known fairy tale with five important commandments for your child.

You have already received a lot of advice on raising a child. Now let's talk about the readiness of the child for schooling.

I bring to your attention a small test.

Test for parents.

Give each affirmative answer one point.

1. Do you think your child wants to go to first grade?

2. Does he think that he learns a lot of new and interesting things at school?

3. Can your baby for some time (15-20 minutes) independently engage in some painstaking work (draw, sculpt, assemble a mosaic, etc.)?

4. Can you say that your child is not shy in the presence of

strangers?

5. Can your child describe the picture coherently and make up a story based on it in at least five sentences?

6. Does your child know poetry by heart?

7. Can he name the given noun in the plural?
8. Can your child read, at least by syllables?

9. Does the baby count up to ten forward and backward?

10. Can he add and subtract at least one unit from the numbers of the first ten?

11. Can your child write the simplest elements in a checkered notebook, carefully redraw small patterns?

12. Does your child like to draw, color pictures?

13. Does your baby know how to handle scissors and glue (for example, to make applications from paper)?

14. Can he assemble a whole drawing from five elements of a picture cut into parts in a minute?

15. Does your baby know the names of wild and domestic animals?

16. Does your child have generalization skills, for example, can he use the same word "fruit" for apples and pears?

17. Does your child like to spend time on their own doing some kind of activity, for example, drawing, building a designer, etc.

If you answered yes to15 or more questionsThis means your child is ready for school. You did not study with him in vain, and in the future, if he has any difficulties in learning, he will be able to cope with them with your help.

If your toddler can handle content10-14 questions abovethen you are on the right track. During his studies, he learned a lot and learned a lot. And those questions that you answered in the negative will tell you what points you need to pay attention to, what else you need to practice with your child.

If the number of affirmative answers 9 or less , you should devote more time and attention to activities with the child. He's not quite ready to go to school yet. Therefore, your task is to systematically engage with the baby, train in performing various exercises.
On the threshold of school, perhaps the most important thing is to teach the child independence. After all, the kid will have to complete one task after another, make decisions, build personal relationships with classmates and with the teacher, and therefore bear responsibility.

Psychological characteristics of 1st grade students

The child is on the threshold of a new life.Going to school is a turning point in every child's life. The beginning of schooling radically changes his whole way of life. During this period, the entire psychological appearance of the child changes, his personality, his cognitive and mental capabilities, the sphere of emotions and experiences, and the social circle are transformed. Becoming a schoolboy, the child finds himself at the "first step of social position." He is no longer a child, he is a schoolboy. The child is not always well aware of his new position, but he certainly feels and worries: he is proud that he has become an adult, he is pleased with the new position.

Adaptation of a first grader to school. Entering school for a first-grader is a new activity, new relationships, new experiences. This is a new social space, a whole system of new requirements and rules that now determine the life of a schoolchild.

The norms and rules presented to the first-grader by the school are new and unusual for him, sometimes they run counter to the immediate desires and motives of the child. These requirements need to be adapted. The period of adaptation to school, associated with adaptation to its basic requirements, exists for all first graders. Only for some it can last one month, for others - one quarter, for others it can stretch for the entire first academic year. Much here depends on the individual characteristics of the child himself, on the prerequisites he has for mastering the initial stage of learning activity, and on the help and support from the adults around him.

Features of the mental development of first graders. Inclusion in a new social environment, the beginning of the development of educational activities aimed at mastering the system of scientific concepts require from the child a qualitatively new level of development and organization of all mental processes, a higher ability to control their behavior. However, the opportunities for first-graders in this regard are still quite limited.

First-graders are especially easily distracted, incapable of long-term concentration, have low working capacity and quickly get tired, excitable, emotional, impressionable.Motor skills, small hand movements are still very imperfect, which causes natural difficulties in mastering writing, working with paper and scissors, etc. The attention of first grade students is still poorly organized, has a small volume, is poorly distributed, and unstable. First-graders have a well-developed involuntary memory, which fixes vivid, emotionally rich information and events of their life for the child. Arbitrary memory, based on the use of special methods and means of memorization, including methods of logical and semantic processing of material, is not yet typical for first-graders due to the weakness of the development of mental operations themselves. The thinking of first-graders is predominantly visual-figurative. This means. That in order to perform mental operations of comparison, generalization, analysis, and logical conclusion, children need to rely on visual material. Actions "in the mind" are still given to first-graders with difficulty due to an insufficiently formed internal plan of action.

The behavior of first-graders is also often characterized by disorganization, lack of assembly, lack of discipline (due to the age of the special.).Having become a schoolboy and having begun to master the intricacies of educational activity, the child only gradually learns to control himself, to build his activity in accordance with the goals and intentions set. Adults should understand that the entry of a child into school does not in itself ensure the emergence of these important qualities. They need special development.

First-graders who have already crossed the 7-year mark are more mature in terms of psycho-physiological, mental and social development than 6-year-old students. Therefore, 7-year-old children, other things being equal, as a rule, are more easily involved in educational activities and quickly master the requirements of a mass school.

The first year of study is a very important stage, sometimes determining the entire subsequent school life of the child. During this period, the student, under the guidance of adults who educate and teach him, takes extremely important steps in his development. Much on this path depends on the parents of the first grader.

It's still a month before school. How and what to pay attention to when preparing a child for school?

MATHS

It is absolutely not necessary to be able to count up to 100, but this, by and large, is not particularly difficult. It is much more important that the child be guided within a dozen, that is, count backwards, be able to compare numbers, understand which is greater, which is smaller. He was well oriented in space: above, below, left, right, between, in front, behind, etc. The better he knows this, the easier it will be for him to study at school. So that he does not forget the numbers, write them down. If you don’t have a pencil and paper at hand, it doesn’t matter, write them with a stick on the ground, spread them out of pebbles. There is plenty of counting material around, so in between times count cones, birds, trees. Offer your child simple tasks from the life around him. For example: three sparrows and four titmouse are sitting on a tree. How many birds are on the tree? The child should be able to listen to the condition of the problem.

READING

By the first grade, usually many children already read at the very least, so you can play sounds with a preschooler: let him name the surrounding objects that begin with a certain sound, or come up with words in which a given letter should occur. You can play a broken phone and decompose the word into sounds. And of course, don't forget to read. Choose a book with a fascinating plot so that the child wants to know what's next. Let him read simple phrases himself.

SPEAKING

When discussing what you read, teach your child to express his thoughts clearly, otherwise he will have problems with verbal answers. When you ask him about something, do not be satisfied with the answer "yes" or "no", specify why he thinks so, help bring your thought to the end. Learn to consistently talk about past events and analyze them. Offer a company of his peers to play. For example: the guys think of some object and take turns describing it to the leader, without naming the intended word. The task of the driver is to guess this word. Those who guessed the word should describe the hidden object as clearly as possible. You can play antonyms with the ball. “Black” - you throw the ball to him, “white” - the child throws you back. In the same way, play edible-inedible, animate-inanimate.

GENERAL OUTLOOK

Many parents think that the more words a child knows, the more developed he is. But it is not so. Now children are literally "bathing" in the flow of information, their vocabulary is increasing, but it is important how they manage them. It’s great if a child can screw in a difficult word to the place, but at the same time he must know the most elementary things about himself, about his people and about the world around him: his address (separating the concepts of “country”, “city”, “street”) and not only the names of dad and mom, but also their patronymic and place of work. By the age of 7, a child may well already understand, for example, that a grandmother is her mother's or father's mother. But, most importantly, remember: after all, a child goes to school not only to demonstrate his knowledge, but also to learn.

Raising children is a complex process. Be creative in choosing the means of education, and most importantly, do not forget that one of the most reliable is a good example, you parents. Return with your memory to your childhood more often - this is a good school of life.

What would a child tell you about his upbringing:

A little reminder for you from a child:

• Don't pick on me and don't yell at me. If you do this, I will be forced to defend myself by pretending to be deaf.
• Never even hint that you are perfect and infallible. It gives me a sense of the futility of trying to match you.
• Don't be afraid to be firm with me. I prefer this approach. This allows me to define my place.
• Do not do for me and for me what I can do for myself.
• Don't make me feel younger than I really am. I will recoup you for this by becoming a "crybaby" and a "whiner."
• Don't test my honesty too much. Being intimidated, I easily turn into a liar.
• Don't make promises you can't keep - that will shake my faith in you.
• Don't let my fears and fears cause you concern. Otherwise, I will be even more afraid. Show me what courage is.

The life of the class is built not only on learning, but also on joint collective affairs. Now think in groups, consult and decide what events, holidays together with you we could spend in the first class. Maybe someone can organize a holiday, a trip, an event. Write your joint sentences in the middle of the flower.(Parents fill the flower.)

Remember! A child is the greatest value in your life. Strive to understand and recognize him, treat him with respect, adhere to the most progressive methods of education and a constant line of behavior.

Memo for parents of future first graders

1 . Support in your child his desire to become a schoolboy. Your sincere interest in his school affairs and concerns, a serious attitude to his first achievements and possible difficulties will help the first grader confirm the significance of his new position and activities.

2. Discuss with your child the rules and regulations that he met at school. Explain their necessity and expediency.

3. Your child came to school to learn. When a person studies, something may not work out right away, this is natural. The child has the right to make mistakes.

4. Make a daily routine with the first grader, make sure it is followed.

5. Do not skip the difficulties that a child may have at the initial stage of mastering learning skills. If a first-grader, for example, has speech problems, try to deal with them in the first year of study.

6. Support the first grader in his desire to succeed. In each work, be sure to find something for which you could praise him. Remember that praise and emotional support ("Well done!", "You did so well!") Can significantly increase a person's intellectual achievements.

7. If something bothers you in the behavior of the child, his educational affairs, do not hesitate to seek advice and advice from a teacher or a school psychologist.

8. With admission to school, a person more authoritative than you appeared in your child's life. This is a teacher. Respect the first grader's opinion of your teacher.

9. Teaching is hard and responsible work. Entering school significantly changes the life of a child, but it should not deprive it of diversity, joy, and play. The first grader should have enough time for playing activities.

The teacher introduces the program, textbooks for grade 1, the school regime;

EMC "School of Russia" for grade 1includes completed subject lines of textbooks in the following main subjects of primary general education:

The world.

Physical Culture.

All textbooks are in the school, you have purchased notebooks.

Form of organization of training.

Class 1 has a five-day school week. The students study from Monday to Friday.

In the 1st grade - 35 minutes for 2 weeks, 3 lessons per day without extracurricular activities; from 3 weeks to the new year, lessons of 35 minutes, 4 lessons and 1 day - 5 lessons + extracurricular activities. Duration of the academic year: in grade 1 - 33 academic weeks;

Duration of holidays during the academic year is not less than 30 calendar days. In the first classes, an additional weekly vacation is established (in February).

The total amount of workload and the amount of classroom workload for students is determined by the curriculum of the educational institution, which provides for:

Compulsory training sessions, 21 hours per week;

Extracurricular activities of younger students, which are allocated 5 hours a week. (Sports and recreation, aesthetic, spiritual and moral, general cultural, intellectual areas)

In the afternoon, extended day groups will be organized at the school (if the required number of applications from parents is collected), where the children will be able to relax, play, take a walk, and, of course, do some extra work. Today, at the end of the meeting, you can write applications for the admission of your child to the GPA.

Meals in our school are organized in this way: after the first lesson, students of the 1st grade eat in an organized way. Money for food is collected by the class teacher at the beginning of the week. How will we place orders? Everyone is the same or who wants what? For those children who remain in the GPA, hot lunches will be organized.
In Grade 1, there is no grades, that is, do not expect grades from your kids. In grade 1, the focus is on the acquisition of learning skills. So far, no one has canceled the verbal assessment, the reward system is also present in the first grade, so that not a single child will be left without attention. Let's discuss the reward system, according to the law I have no right to evaluate children's knowledge at all, will we replace grades or is this not necessary? I suggest everyone to keep diaries, I hope you will support me and help your children with registration, at this age children often forget what they are given, so it will be easier for them to write down, first I will write myself, then they themselves, besides it will be easier for you to control your children.

Parents choose a parent committee;

There is a conversation about a school uniform; about office renovation.

Outfit of the future first grader.
One of the important problems for parents of future first graders is what school supplies are needed for the child.
1. School uniform. Let's discuss it now.
2. It is equally important to choose shoes for a child. Change of shoes - no sneakers or rubber shoes. They are applicable only for their intended purpose (sport). Prolonged wearing of them leads to increased sweating of the legs. For interchangeable shoes, a special handbag or pouch is purchased.
3. What to wear school supplies? Our advice is a satchel. It allows you to evenly distribute the load on the spine, frees your hands. It is better to choose light, durable, frost-resistant (does not harden or crack), with water-repellent impregnation or coating. The back wall is dense, fits well to the back, "holds" the spine. Shoulder straps should be adjustable in length, width 3.5-4cm.
4. Pencil case - not round, not iron. In him:
● 2 ordinary ballpoint pens,
● a set of colored ballpoint pens,
● 2 sharpened simple TM pencils,
● colored pencils,
● eraser (washing gum)
● sharpener.
5. Notebooks: in an oblique line in a small cell with margins. 2 notebooks in a large cage.
6. Wooden ruler (20 - 25 cm)
7. Scissors with blunt edges.
8. Glue stick or PVA.
9. Album for drawing (thick).
10. Colored paper (A 4).
11. Colored cardboard (A 4).
12. Plasticine.
13. Watercolor honey paints - 12 colors. Gouache - 6 colors.
14. Brushes - wide, medium, narrow.
15. Oilcloth for a desk.

16. Folder for technology and folder for fine arts (durable, fastened).

17. Covers for textbooks and notebooks.

18. Folder for notebooks.

19. Portfolio of an elementary school student.

20. Sports uniform (for the hall - a white T-shirt, dark shorts, for the street - a tracksuit, shoes with rubber soles).

21. Ski boots (not plastic).

Games are used at the first parent meeting, when the teacher meets the parents and introduces them to each other. You can do this in the traditional way (it is known to everyone), and if you forget for a while that we are adults, then ... play.

Name game. Participants take turns calling their name and characterizing themselves by the first letter of their name or, by agreement, by any letter, by all letters. For example, the name Olga is a dazzling smile, easy-going, vegetarian, blue-eyed ...

Name history. All participants in the meeting tell how they got their name and what it means. You can also talk about your last name. This is very interesting information not only for parents, but also for children.

My social role. The educator calls his name and his significant social role: "I am the educator." Then, in order, each parent names their social role.

Name letters. It is proposed to dream up what the letters of the names of the participants look like, what character they have, what color they are, “good” or “evil”, etc. You can use different approaches when analyzing the same letter, the more there are, the more interesting and the better the image of the person who presented his name is remembered. It is advisable to select a new image each time when repeating letters.

Bingo. A sheet of paper is divided into 8 10 parts. Each part contains a phrase. These phrases can be prepared in advance by the class teacher, or they can be compiled by the participants in the parent meeting themselves. Talking to each other, parents find among the participants in the meeting people who are somewhat similar to them. For example, “I was born in February”, “I love quiet evenings”, “I have a large collection of stamps”, “I like winter”, “I love the sea”, etc. Participants need to find as many people as possible who have similar qualities to them .

Favorite animals. Each participant draws or names his favorite animal and tells what attracts him to it, how it is connected with his character. You can accompany the situation with actions and movements characteristic of this animal.

Introducing yourself and your neighbor. Participants are divided into pairs. First, parents talk about themselves in pairs, then you need to create small groups and introduce each other. The one about whom they are talking, if necessary, supplements what has been said. The group then introduces its members to all parents.

Item of my childhood. Various objects are laid out on the table. It can be a ball, a doll, a note, etc. Everyone chooses for himself the subject that is associated with his childhood, and tells the corresponding episode from his life.

Movie I would like to make. Participants are invited to discuss which episode from their lives they would like to film, what genre of film they consider acceptable for this (popular science, documentary, fiction). Which directors and actors would they invite? Why?

introduction-introduction. Everyone should get to know their neighbor and introduce him to everyone. At the same time, it is necessary to pay attention to positive personal characteristics that could be of interest to all those present.

Neighbor view. Each parent chooses a mate from those present. Next comes the communication on the principle of a journalistic interview. The presentation of the neighbor takes place taking into account the regulations (1-2 minutes), the humorous component in the message is encouraged. At the end of the presentation, the winner pair is determined.

Hobby. Each participant draws a symbol of his hobby on paper. It is forbidden to talk while doing this. Participants must, using only a visual representation, find a partner, that is, someone who has similar interests to him. Next comes the presentation of each other with the determination of the accuracy of the match.

Let's tie knots. Participants are given threads 30-40 cm long. Parents tie their threads if they have something in common. It can be a professional aspect, family, external sign, favorite color, number of children, etc. As a result, one common thread is formed. Then each talks about what united them into a common system.

I feel good. Parents sit in a circle. The teacher stands in the center and says, "I like those who have bright eyes (or short haircuts, or those who wear glasses, etc.)." Those to whom this sign is related get up from their seats and take chairs vacated by others. The teacher also participates in this game. The one who is left without a place continues the game.

Compliment. Participants become in a circle. Passing a pencil or pen to each other, they say compliments or pleasant words that most clearly represent the image of this person.

kind word. One of the parents sits on a chair in the center of the room, the others very quickly have to say kind words to him. Who hesitated, he replaces the participant sitting on the chair. The game lasts 5-7 minutes.

We build squares. To play, you need a rope 7-8 m long, the ends of which are tied, and scarves to blindfold. 8 volunteers are invited. The teacher blindfolds them, they are placed in a circle and given a rope in their hands. Then they offer a task: disperse so that a square is formed. During the exercise, you can talk to each other, consult. The rest of the group watches in silence. At the end of the exercise, everyone discusses the actions that were done by the group. If desired, the exercise can be repeated.

Building a tower. To build a tower, take any items. It can be built from various boxes, plastic bottles, cocktail straws and other materials at hand. All participants of the parent meeting are divided into subgroups. Each receives the same number of items and the task of building the highest and most stable tower possible. When building, group members are prohibited from talking to each other. The winner will be the group whose tower is the tallest and strongest. The main goal of this game is to show how important it is to be able to negotiate without words when performing a common task.

Fauna. Each of the participants chooses which animal, bird, fish, plant he will try to depict with the help of gestures, facial expressions, movements. The group guesses who portrayed which creature and exchanges opinions.

Mimic. Parent meeting participants are divided into two teams. Each team in turn thinks of another phrase or proverb using facial expressions and gestures.

Gestures. One of the participants shows a gesture to his neighbor. He repeats the gesture shown and adds his own. The next participant repeats the previous two gestures and shows his own, etc.

sit on a chair like this how he sits: the chairman of the examination committee; a monkey mimicking someone present; trained dog; a bride at a wedding, etc. All these roles can be associated with the problem under discussion in order to focus on certain aspects in such a playful way.

Clap. The teacher sets the pace at which each participant clap their hands - in turn, one after the other and in the opposite direction. The main thing is not to lose pace. At the command of the teacher, the direction in which the claps are beaten off changes. You need to be able to figure out who should make the next clap. The exercise can be made more difficult by changing the rhythm, the strength of the clap, etc.

Talk. Pronounce a short phrase from one word with different intonation: quietly, loudly, viciously, stuttering, gently, mournfully, with surprise, defiantly, intriguingly, etc.

Define a color. One of the parents leaves the room. In his absence, the rest choose one of the colors (red, blue, yellow, green or black). After the absentee returns, all participants in turn begin to show the intended color with the help of gestures, facial expressions, body movements. The participant must guess it.

A computer. All participants are given letters. At the command of the teacher, the participants line up in alphabetical order. The teacher calls a proverb, saying or line from a poem, and the participants “print” it, each slapping their own letter, punctuation mark. Everyone pauses together.

Voice acting. One team comes up with a situation and plays it without words. Another team must create a script for this "silent" scene. Then the second team plays their situation, and the first creates a script. At the end of the game there is an exchange of opinions.

Group mirror. Teachers hang a pre-designed poster on the wall and ask parents to introduce themselves one by one. Each parent briefly talks about himself, and teachers at this time record his personal data and hobbies on a poster (see table). The poster should be hung in the reception area for several days after the meeting so that each parent can refer to this information at any time. At follow-up meetings, parents can be encouraged to wear nameplates. Parents receive general information about those they meet. A variety of information can be entered in the column with the inscription "Most of all I like to do ...". relating both to the sphere of professional activity and concerning the personal interests of parents. Such an acquaintance procedure takes a little time and can be successfully used even in large groups. Since all information about the participants is recorded in writing, it can always be used at the right time.

Option: All parents write information about themselves on separate cards and stick them on a poster or display stand.

Family symbols. Teachers offer each parent to draw on a business card near the surname a drawing, image or symbol with which other participants could better remember the surname. During the task, parents can consult and help each other in drawing. After each participant draws his symbol (or during acquaintance, introducing himself), he explains what connection exists between the symbol he drew and his last name. This method contributes to the establishment of a favorable psychological climate in the group, which is very important at the first meeting, when some parents may experience a psychological barrier. Business cards should be large enough. Drawings are made with a felt-tip pen so that they are clearly visible even from a long distance.

Julia Chekanina
Parent meeting in the younger group (non-traditional work with parents) "Let's get to know each other"

Target: Creating an emotionally positive mood for a joint work of preschool educational institution and parents.

Tasks:

- Introduce parents with each other and with the teacher.

- acquaint parents with, rules and kindergarten work.

Fill in the personal data of the families of the pupils.

Choice parent committee.

Summarizing meetings.

agenda:

1. Introduction

2. Training for acquaintance

3. Acquaintance with the regime, rules and kindergarten work.

5. About different things.

caregiver: -Good afternoon. I am glad to see you at our first meeting. Today we have the first Parent meeting on which we let's get acquainted, get to know each other better, I will tell you about what we have to learn during the period of adaptation to kindergarten and what we will need to learn.

And today I want to start our meeting with a comic poem

"They took the butuz to the garden"

They took the butuz to the garden -

Mom is happy, dad is happy:

Nobody bothers them

Do this, do that!

Can sleep until 10

Don't go for a walk

Knife to forget in a conspicuous place

Drink coffee grams 200,

You can, not to the detriment of the tail

Get off the mezzanine cat!

You can chat with a friend for an hour,

You can bake cheesecakes for half a day,

You can lie in the bath

Or with a book on the couch,

Go to the market for cheese

And clean the whole apartment!

This is possible with a boot

It's just very, very difficult.

The hour has passed and 2 and 3

Something heavy inside.

Without a boot, the house is empty,

It's sad without a butuz in the house ...

Come on, dad, quickly into the garden

Bring the baby back!

... And the whole house is trembling again ...

Let's drive again tomorrow!

So, you brought your children to kindergarten and we have one common goal, to make their stay here comfortable, safe, interesting, exciting, educational, etc.. d.

During the child's stay in kindergarten, we (children, teachers, parents) make a triangle. At the head of the triangle, of course, is the child. What do you think will happen to a three-legged stool if one leg breaks? (fall down) That's right, it's going to fall! Remember Krylov's fable "Swan, crayfish and pike" where says: "When there is no agreement among the comrades, their business will not work, it will not work for him, only flour!" Therefore, you and I need to join forces to ensure that children are interested and comfortable in kindergarten, and here it is very important to have mutual understanding and support. You and I will live alone, I hope a friendly family. And first you need to get closer познакомиться.

training exercise "Glube".

The teacher holds a ball in his hands and offers parents to tell a little about themselves, about what they expect from the kindergarten, what wishes they would like to voice to the teachers. First, the teacher talks about himself, wraps a thread around his finger and passes it around. As a result, when the ball returns to the teacher, a vicious circle is obtained.

My name is Yulia Grigorievna, I am the teacher of the first junior group, which is called "Berries".

caregiver:

Dear parents. Look, please, each of us is connected by a thread and not just a thread, but a thread that will bind us for 5 years. Our thread must be as strong as possible for the health and happiness of our children! We are like a big family, we have to work together. After all, we must not forget that parent is the main educator, and the kindergarten was created to help parents.

We are with you met and now with a good mood we pass to serious questions.

It is very important that you who love parents were close to their children. We have to rejoice together and overcome difficulties, grow up and learn. Learning means teaching yourself. As a rule, their mothers and fathers, grandparents study together with the children.

DEAR PARENTS!

Enrolling your child in kindergarten is an important milestone in their life. It is accompanied by a change in his usual environment, daily routine, nutrition, meeting new children and adults, separation from parents. The child needs to adapt to new conditions. Not all children are equally good at this.

The duration of the adaptation period and the nature of its course largely depend on the state of health of the child and his readiness for admission to a children's institution.

RULES FOR PARENTS

1. Parents must bring the child to kindergarten without delay (no later than 8.30 hours).

2. Parents, and other persons who, on their behalf, bring the child to kindergarten must transfer the child to the caregiver; in the evening, when the children leave, the teacher is obliged to transfer the child parents or another adult (by proxy).

3. Bring the child in neat clothes, with a handkerchief, with a comb. Clothing and shoes should be appropriate for the size of the child, the season. Nails must be trimmed.

4. In adaptation groups(during the quarantine period in all groups) teacher in the presence parents daily measures the temperature, examines the pharynx, skin. Children with fever and obvious signs of SARS in group are not allowed.

5. When a child falls ill, they must inform the kindergarten about what he is ill with. Upon recovery of the child, a certificate is provided to the kindergarten no later than 12 hours.

6. Payment for kindergarten must be made before the 15th day of the current month.

7. It is mandatory to participate in the holding parent meetings, consultations.

8. Parents can provide all possible assistance to the kindergarten in repairing furniture, toys, making manuals, repairing the kindergarten, and participating in landscaping activities.

9. A child should not miss kindergarten without a good reason (except quarantine, illness, vacation).

Dynamic pause:

Wave to us parents whose birthdays are in summer, winter.

Swap those places parents who came to trouser collection.

Sit down those parents who has other children in the family.

Smile those parents who celebrate their birthday in autumn, spring.

HOW YOUR CHILD SHOULD BE PREPARED FOR THE ADAPTATION PERIOD

The child should have the following cultural and hygienic skills:

Eat a variety of foods on your own;

Communicate your needs in a timely manner - ask to go to the toilet or use the potty;

Wash hands with the help of adults, use a towel, handkerchief.

1. Before entering kindergarten, it is advisable to bring your child's home regime closer to the regime of a child care institution.

2. With staff groups where your baby will go, you need get to know each other in advance, talk about his habits, behavior.

3. It is better to place a child in a kindergarten during your vacation, because during the first week he should spend no more than two to three hours in kindergarten.

4. During the period of adaptation to new conditions, it is necessary to carefully monitor changes in the child's health and report them in a timely manner kindergarten workers.

5. You can allow your child to take their favorite toy to kindergarten, it is better if it is well washed.

6. Learn to say goodbye to your child quickly, Giving thus, to understand that you are confident in him and his ability to cope with himself. Don't drag out the breakup process. The child will feel your concern for him, and it will be even more difficult for him to calm down.

7. Never try to slip away unnoticed from a child if you want him to trust you.

8. Do not try to bribe the child, do not promise and do not buy him toys for agreeing to stay in kindergarten.

9. Make it clear to your child that no matter how tantrums he throws, he will still have to go to kindergarten. If you give in to him at least once, in the future it will be much more difficult for you to cope with his whims and tears.

10. Don't be surprised if you have already dealt with the problem, but it reappears after an illness or a long weekend when the child was at home for a long time. Remember that there is nothing wrong with the fear of separation, it only indicates that there is a close bond between you and the child.

11. Set your child up in a positive way.

12. Take home early at first, create a calm, child-friendly climate in the family.

13. Reduce stress on the nervous system: Stop attending crowded events and places for a while, cut down on TV viewing.

14. Play kindergarten at home. The role of the child can be played by the baby's favorite toy. In the game, the child will show what problems he faces in kindergarten, and you can offer him ways to solve them.

15. Be calm, do not show your anxiety in front of the child.

16. After kindergarten, take a walk with your child in the park, on the playground.

17. Give your child the opportunity to play outdoor games.

18. During evening dress, give the child the opportunity to play with water.

19. Stay calm, do not get angry at the child's disobedience.

20. Stroke the child before going to bed, give him a massage.

« Let's be friends with kids»

Do not spare time for children,

Look at the adults in them

stop fighting and getting angry

Try to befriend them.

Try not to blame them

Learn to listen and understand.

Warm them up with your warmth

Let their home be their fortress.

Together with them try, search,

Talk about everything in the world

Always direct them invisibly

And help them in everything they do.

Learn to trust children

Each step does not need to be checked,

Respect their opinion and advice,

Children are wise, don't forget.

Adults, rely on children

And love them with all your soul

In a way that is impossible to describe.

Then you won't lose your children!

The game "What is he - my child"

The task of the game is to determine how they see their child parents. To do this, each of them outlines the contour of the hand, on the image of each finger writes the letter of the child's name. Then parents it is proposed to decipher the letters, name the qualities of the child's character that begin with this letter. In the center of the palm, you can depict a symbol of who he is in the family.

The palms are glued to the paper. Summing up total:

Most often, positive characteristics are given, which allows you to see positive qualities in the child, thereby setting him up for success. The game also leads parents on certain conclusions about the formation of the personality of the child.

Miscellaneous:

Filling in the personal data.

Questions parents.

request (to ask parents make or sew cakes, vegetables, sausages for us, glue the boxes, bring empty jars or boxes to the hairdresser and the hospital)

Outcome meetings:

In conclusion, I would like to say that together we will lay the foundation for friendly relations in kindergarten and in parent groups. It is necessary to make sure that the child in kindergarten is fun, good, interesting, that he is happy to go to kindergarten, be friends with the guys and return home happy.

we are good with you have worked.

Feedback:

If you liked today's meeting and would like to take part in the next meeting, then take a piece of paper with "sunshine" and write positive reviews, your favorite moments.

On a piece of paper "cloud"- what you didn't like, what you need to pay attention to.

Thank you! See you again.