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Consultations for parents of the 2nd junior group. Plan of work with parents in the second junior group of federal state education for the year

Probably every parent wants to see their child successful in the future: in school, at work. "Bricks of development" are not created immediately, they appear in early age. From joint efforts in the interaction of teachers, parents and children. The success of a child in many activities depends on the ability to show independence, manage their actions, achieve the goals that are set for the child in education and training. All this is acquired gradually and only with the help of an adult, a parent. To help a child acquire the skills listed above, you need to know how, depending on age characteristics, independence and control of actions are formed.

1. Speech as a regulator of behavior

At 3-4 years old, adult speech is regulatory. In order for the child to understand us, our requirements, instructions: they must be clear, specific and not lengthy in content. According to verbal instructions, the child is not yet able to perform complex actions. Can you give them step by step instructions, where the transition from one action to another.

2. In the field of knowledge with the help of the activity of vision, hearing, tactile sensations of the body, arms, legs, the child cannot for a long time subordinate his attention and behavior to the rules proposed by adults. Hence, it is necessary to develop a child's cognitive interest in long-term activities that require observation, perseverance. Form in the child an interest in the objects of nature, teach to observe changes in nature. Teach the child to fix his attention on the changes taking place in the immediate environment, on the table, in the room. With prolonged mental physical activity the child is tired.

Remember, according to program tasks, in education and training, edited by Vasilyeva, in children 2 junior group classes last up to 10 minutes (when the child shows a special interest in some activity, then you can proceed from his desire).

The first 5 minutes the child may be more attentive. For the next 7-8 minutes, the child begins to be distracted, he cannot maintain a motionless position for a long time and listen to you. If at this time you wish to continue joint activities, allow the child to switch attention. Let him relax, relieve tension for 2 - 3 minutes for moving actions. It can be exercises, a game for certain parts of the body (arms, legs, fingers). Then the child with renewed vigor will begin to perceive further joint conversations and games. A child of 3-4 years old especially needs to activate, direct and stimulate his attention and perception.

3. In education and training, take into account the age characteristics of children. At 2.2 - 3 years old, the child realizes himself as a separate person, different from an adult, an image of "I" is formed (with the help of an adult). The child wants to be independent. So let the child be independent, successful in the activities with which he can handle himself. (Example: cultural and hygienic skills). In order for the child to strive to be independent, perform actions that are within his power:

Listen to an adult;

Fulfill simple requests, instructions;

He was able to imitate, repeat elementary movements in the game, actions with toys, objects;

encourage with praise, encouragement, create small game surprises. When an adult requires something from a child, remember that it is not so easy for him to do it and navigate. He strives to master the rules (but not always), transfers the requirements into different situations.

Do not worry and insistently require the child to follow all your instructions. At this age, children rely more on their personal, selfish interests.

The set goal of the task or assignment, the child can replace with his own (corresponding to age). Example: parents asked the child to draw a fence, and he drew grass, rain.

The performance of the child's actions in certain types of activities (for example: the ability to listen to a story, learn something new, cultural and hygienic skills, the desire to be creative, construct buildings from cubes, sculpt from plasticine) depends on:

From personal interest;

From the skills that were formed with the help of adults; -from the ability of an adult to interest a child in a certain activity with the help of game techniques, methods of encouragement, praise.
The game and game techniques are the best stimulation for the formation
autonomy, control of actions.

In outdoor games, teach your child simple movements according to the model.
Show and teach your child to interact with objects, constructors, collapsible toys. At the same time, pay attention to how the child relates to difficulties if something does not work out for him. :

He quickly loses his interest and quits doing activities (you need to figure out what the matter is), the child is tired by age, or feels unwell, perhaps this activity is difficult for him and it is necessary to show and teach the child more than once in a certain activity; the knowledge that is given may not be age-appropriate; the child lacks perseverance, perseverance, and this is an important quality in learning; - the child is nervous and at the same time does not ask for the help of an adult (the child may strive to be independent, but because of his little knowledge and skills, it is difficult for him to work, verbally teach the child to seek your help);

Remember, it is at this age that the adult role model is.

The child tends to copy your actions with toys, objects. In board games, when interacting with toys, act out the plot of the game, encourage the child to carefully follow the pattern of actions. So that the child can repeat after you.

4. Cultivate a culturalhygiene skills

Continue to teach children under the supervision of an adult to wash their own hands before eating, after walking.

Help and guide the child to the habit of being neat, tidy.

While eating, when dressing, taking off clothes and putting them in a certain place.

Teach your child to use individual items (handkerchief, napkins, towel, comb) and put them in the right place.

From how cultural and hygienic skills are instilled, a habit and attitude to labor activity. The ability to work develops character and purposefulness, the desire to bring the goal to the end.

All this creates fertile ground for the formation of cognitive interest in intellectual activity.

"Rememberphilosophical thought: “Sow the seeds of habit, shoots of behavior will sprout, from them you will reap character”

Everything is in your hands dear parents!

List of used literature

1. Gavrilova T.G. "On the education of moral feelings" (1984)

2. Garbuzov "From infancy to adolescence" (1991)

Advice for parents
"The role of educational games for children 3 - 4 years old"

What does it take for a child to grow up inquisitive, intelligent, quick-witted? Try to listen to the baby, understand the peculiarities of his age, evaluate his own, individual capabilities.

Three years is the milestone at which early childhood ends and preschool age begins. The child begins to separate himself from the world of surrounding adults, he enters into a more independent life. The kid already understands a lot, knows and knows how and strives to learn even more. Your task is to help him in this. In the mental development of a preschooler, the main thing is acquaintance with the objects around him. Their shape, size, color, location in space, movement - this is what attracts the child.

Games-activities that are offered to children of this age are based mainly on the actions of the child with a variety of objects. For the development of perception, games are useful in which the child will need to compare objects by color, shape, size and find the same among them. Sometimes this requires not paying attention to other important features of objects, for example, their purpose. If this causes difficulty for the baby, help him.

Games aimed at developing attention will require careful consideration and comparison of objects, identifying their similarities and differences. It is recommended to develop verbal memory in role play, where the memorization of words will become a necessary condition for the child to fulfill his role. Other games are aimed at training visual memory. large group didactic games aimed at developing the mind of the child. For a three-year-old child, it is most expedient to solve mental problems that require disclosure of the structure of objects and their relative spatial arrangement. The next group of games is focused on development creativity child, stimulating his imagination. The kid will strive to notice different qualities of objects at the same time, look for various options for seeing the same thing or picture. And finally, mathematical task games will help teach the child to identify quantitative relationships between objects.

When organizing games with a child, take a closer look at him, evaluate his individual characteristics. If he quickly and easily copes with tasks, you can offer him more complex ones and, conversely, in case of difficulties, it is better to stay longer on simple ones. In no case should you force the completion of tasks, reproach the baby for not being able to do something, even if his peers easily do it.

It is important not only to teach the child something, but also to instill self-confidence in him, to form the ability to defend his idea, his decision. This is especially true for the implementation creative tasks, which usually have several solutions and which do not involve a rigid assessment: "true - false". It is necessary to teach the child to accept criticism without offense and put forward new ideas.

And again, the individual traits of the child are important here. If he is bold and confident, you can begin to teach him to critically evaluate his answers. If he is shy, indecisive, it is better to first cheer him up and support any initiative. If the kid tends to quickly change tasks, getting off with the first answer that comes across, then it would be good to interest him in the task, teach him to find new details in it, saturating the familiar with new content. And vice versa, if, while performing a game task, the child “gets bogged down” in endless details, which prevents him from moving forward, it is better to help him choose one option, leaving everything superfluous aside, to practice the ability to move from one idea to another, which is especially important when performing creative tasks.

When working with a child, remember that his actions are only just beginning to become purposeful. It is still very difficult for the kid to follow the intended goal, he is easily distracted and moves from one activity to another. Fatigue sets in quickly. A child's attention can only be focused on a small number of objects at the same time. Interest easily arises(especially when the child sees new and bright objects) but also disappears easily. Therefore, if you want to organize educational games, classes, remember three rules:

Rule one: do not give the baby toys for constant use with which you will play games so that he does not lose interest in them.

Rule two: during the game, the child should not be distracted by foreign objects. Everything superfluous must be removed from the field of view of the baby.

Rule three: keep the games simple and short enough. Even 5 minutes is enough! But always strive for the child to finish what he started. And after that, change the game to a new one - and you will see that the child's attention will come to life again.

Each game is a communication of a child with an adult, with other children; it is a school of cooperation in which he learns and rejoices in the success of his peers, and endures his failures. Goodwill, support, joyful atmosphere of fiction and fantasy - only in this case our games will be useful for the development of the child.

Each game can be played with one baby, or with several. And it’s even better to play with the whole family, at least for a few minutes postponing your business. The joy that you bring to your child will also become your joy, and the pleasant moments spent together will help you make your life together kinder and more fun.So play along with your baby!

Consultation for parents "Whims and stubbornness"

Before proceeding to the topic "Whims, stubbornness and ways to overcome them", it is necessary to determine the scope of this topic, i.e. put it within certain limits. Capriciousness and stubbornness are seen as components of deviant behavior, along with:

Disobedience, expressed in disobedience and mischief

Children's negativism, i.e. not accepting something for no particular reason.

Willfulness

indiscipline

All of the above forms of deviant behavior differ only in the degree of social danger, and also depend on the age and individual characteristics of the child's personality.

The concepts of "whims and stubbornness" are very related and it is impossible to draw a clear line between them. And the ways to overcome whims and stubbornness are the same, but more on that later.

stubbornness - it is a psychological state very close to negativism. This is a negative feature of human behavior, expressed in unreasonable and irrational opposition to the requests, advice, demands of other people. A kind of stubborn disobedience for which there is no apparent motive.

Manifestations of stubbornness:

acts as a psychological defense and has a selective character, i.e. the child realized that he had made a mistake, but did not want to admit it, and therefore "stands on his own."

Stubbornness can become a character trait if steps are not taken to overcome it. Over time, it gives rise to children's deceit, can lead to a disorder of the nervous system, neuroses, irritability. If such manifestations, even at preschool age, pass from reactive states to chronic ones, then the initial stage of pedagogical neglect occurs.

We will not talk much about whims, because. All information is largely intersected with the above.

WHIM - these are actions that are devoid of a reasonable basis, i.e. "I so want and all!!!". They are caused by the weakness of the child and, to a certain extent, also act as a form of self-defense.

Manifestations of whims:

in the desire to continue the action begun, even in cases where it is clear that it is meaningless, does not bring benefits.

in discontent, irritability, crying.

in motor excitement.

The development of whims is facilitated by a weak nervous system.

What parents need to know about children's stubbornness and capriciousness:

The period of stubbornness and capriciousness begins at about 18 months.

As a rule, this phase ends by 3.5-4 years. Random seizures

stubbornness at an older age is also a completely normal thing.

The peak of stubbornness falls on 2.5-3 years of life.

Boys are more stubborn than girls.

Girls are naughty more often than boys.

During the crisis period, attacks of stubbornness and capriciousness occur in children 5 times a day. Some children have up to 19 times!

If children, upon reaching 4 years old, still often continue to be stubborn and capricious, then most likely we are talking about "fixed stubbornness", hysteria, as convenient ways to manipulate the child with their parents. Most often this is the result of conciliatory behavior of parents who succumbed to pressure from the child, often for the sake of their peace of mind.

What parents can do to overcome stubbornness and moodiness in children:

Do not betray great importance to stubbornness and capriciousness. Take note of the attack, but do not worry too much about the child.

During the attack, stay close, let him feel that you understand him.

Do not try to inspire anything to your child at this time - it is useless. Swearing does not make sense, spanking excites him even more.

Be persistent in behavior with the child, if you said "no", stay on this opinion.

Don't give up even when your child has a seizure in a public place. Most often, only one thing helps - to take him by the hand and lead him away.

Hysteria and capriciousness requires the audience, do not resort to the help of strangers: "Look, what a bad girl, ay-yai-yai!". This is all the child needs.

Try to cheat: "Oh, what I have interesting toy(book, little thing)!". Such distracting maneuvers will interest the capricious and he will calm down.

Exclude from the arsenal of a rude tone, harshness, the desire to "break the power of authority."

Calm tone of communication, without irritability.

Concessions take place if they are pedagogically expedient, justified by the logic of the educational process.

The following points are very important in the prevention and in the fight against stubbornness and whims. We will talk about the humanization of relations between parents and children, namely, in which cases a child cannot be punished and scolded, when it is possible and necessary to praise:

1. DO NOT PRAISE WHAT:

not achieved through hard work.

not to be praised (beauty, strength, dexterity, intelligence).

out of pity or a desire to please.

2. WE SHOULD PRAISE:

for an action, for an action that has taken place.

to begin to cooperate with the child is always with praise, approval.

it is very important to praise the child in the morning, as early as possible and at night too.

be able to praise without praising (example: ask for help, advice, like an adult). It is necessary to dwell on punishments in more detail.

1. DO NOT PUNISH AND SCORE WHEN:

the child is sick, unwell, or has recovered from an illness. at this time, the child's psyche is vulnerable and the reaction is unpredictable.

when the child eats, immediately after sleep and before bedtime.

in all cases when something fails (example: when you're in a hurry and your child can't tie their shoelaces).

following a physical or mental injuryexample: the child fell, you scold for it, believing that he is to blame).

when the child did not cope with fear, inattention, mobility, etc., but tried very hard.

when the inner motives of his act are not clear to you.

when you are not yourself.

7 RULES OF PUNISHMENT:

punishment should not harm health.

if in doubt, it is better not to punish (example: you are not sure that it was your child who committed the misconduct, or you doubt that the committed action is generally worthy of punishment, i.e. you cannot punish "just in case".

for 1 offense - one punishment (you can not recall old sins).

It is better not to punish than to punish late.

should be punished and soon forgiven.

if the child believes that you are unfair, then there will be no effect, so it is important to explain to the child why and for what he is punished.

The child should not be afraid of punishment.

Of course, it is very difficult to use all the rules and necessary conditions in your family upbringing, but probably each parent will choose the missing part from all of the above, thereby supplementing the already developed upbringing strategy in your family.

Consultation "First aid for frostbite"

Hypothermia:

As a result of prolonged exposure to low ambient temperature in a child chills occur. Damaged areas of the skin externally are red or bluish-purple seals. Chilling is accompanied by itching, burning, pain, which intensifies if this area is quickly warmed. The legs and arms are often supercooled.

The teacher, gathering the children for a walk, makes sure that they have dry shoes and mittens. Weak children who have had illnesses need special attention.

A sharp drop in body temperature leads to freezing.

The child in this state loses consciousness, the skin turns pale, the pulse is rare. After taking first aid in the frozen, drowsiness, memory loss, and mental disorder are noted. A frequent complication of freezing is inflammation of the lungs, kidneys, and acute indigestion.

First aid a frozen child consists in warming him in a hot bath, at the same time a massage is performed. As soon as the child regains consciousness, he must be given a hot drink, food, put to bed, urgently call a doctor or take him to a medical facility.

Frostbite:

It is more often observed in children who are weakened, in those who wear too tight shoes. It can even be at 0 temperature. Children freeze their fingers and toes, ears, nose tip.

There are three degrees of frostbite:

Frostbite of the 1st degree occurs with short-term exposure to cold. After warming, the affected areas of the skin turn red and swell, there is a slight pain, burning sensation. After 2-3 days, redness and swelling disappear and no traces of frostbite remain on the skin.

Frostbite 2 degrees occurs with prolonged exposure to cold. Frostbite causes the skin to turn pale. Bubbles appear later. Filled with clear or bloody liquid.

Frostbite of the 3rd degree and 4th degree is possible with prolonged exposure to low temperatures, and not only soft tissues but also bones, gangrene develops. Characterized by fever, general intoxication, restless behavior and chills.

First aid for frostbite is to restore blood circulation to the affected area as soon as possible.

Frostbitten hands or feet are warmed in warm water. The damaged area is carefully exposed, immersed in a basin of water 18-20º and a light massage is performed. Massage starts with fingers up. During the massage, it is necessary to force the child to move his fingers in order to quickly restore blood circulation. When fully warmed, the skin becomes bright pink and pain appears. Then the frostbitten place is carefully wiped, wiped with alcohol, a dry sterile bandage is applied and wrapped warmly.

In case of frostbite of the cheeks and nose, they warm them right on the street, rubbing the affected area in a circular motion. You should not rub the frostbitten place with snow, as small pieces of ice can scratch the skin, and you can also cause an infection. it is better to rub with a soft woolen mitten or a hand until blood circulation is fully restored. In more severe forms, urgent hospitalization.

Advice for parents

"Fostering Friendships in Play"

Creative games are created by children themselves. The themes of these games are varied. Children depict the life of the family, the construction of new houses, our holidays. In these games, most often their attention is attracted by the relationships between people - the cares of the mother, the affectionate treatment of the grandmother and other family members, the behavior of children. Here are two girls playing mother-daughter. One of them treats her "daughter" affectionately, attentively, patiently. Another "mother" shows excessive severity to the "daughter": she strictly reprimands for disobedience, often punishes. It is clear that the behavior of these two girls in the game is inspired by different impressions, which, like in a mirror, reflect the relationship between parents and children in one and the other family. Often, by the games of children, one can judge the relationship not only of children and parents, but also of other family members: grandmothers, grandfathers, etc. A large place in creative games is occupied by the display of adult labor: children play on a train, steamboat, big love depict brave warriors. However, parents should always remember that without getting to know the environment, without reading books, stories, fairy tales, poems accessible to children, without attention and care for the correct and reasonable development of children, their games will be poor in content.

Such games cannot move the physical forward. Moral and mental development of the child. Borrowing the content of games from the surrounding reality, children, however, do not mechanically copy this life, but process the impressions of life in their minds, reveal their character in games, and reveal their attitude to the depicted. Family, kindergarten show children an example of love for work, for their city. Friendly relations to each other. All these qualities are manifested in the games of children. For children, games occupy the largest place. Thematic games, in most cases, are prompted by the available toys, which are the primary organizing principle in children's games. Children quickly move from one role to another. Parents should be concerned not so much with buying as much as possible more toys, how much about a careful selection so that they are accessible, bright, capable of inducing a child to a useful game. Give the child promptly the right toy means to support and revive his game. Already in younger age Children love simple fairy tales accompanied by action.

Katya's grandmother played a lot with her four-year-old granddaughter. Their favorite game was called "Turnip". “Grandma planted a turnip,” grandmother began thoughtfully, and said: “Grow, grow, turnip, sweet, strong, big, big.” A large, sweet, strong, round, yellow turnip has grown. The grandmother went to tear the turnip: she pulls, she pulls, she can’t pull it out ... (Here the grandmother showed how she pulls a stubborn turnip.) The grandmother called her granddaughter Katya (Here Katya grabbed her grandmother’s skirt): Katya for the grandmother, the grandmother for the turnip - pull, pull, can't pull out. Katya called her brother, and he was just waiting for that to cling to Katya. Brother for Katya, Katya for grandmother, grandmother for turnip - pull, pull ... pulled the turnip. And then an apple, or a pie, or a real turnip appeared in the grandmother’s hands. The guys with a squeal and delight hung on their grandmother. And she gave them gifts. The children liked this dramatization fairy tale so much that, as soon as they crossed grandmother's threshold, Katya asked: “Grandma, grandmother, let's pull a turnip!”

Children show great interest in building materials. Sometimes during the game the child needs to build a ship or a car. Parents help the child to realize his plans and show how to build. The use of building material in games develops the child's imagination, as this material can be used in a variety of ways. Children build all kinds of buildings, often this is done in connection with the intended game: a house for dolls, a crib; to the pilot - an airplane, etc.
In children 4-5 years old, the content of creative games is enriched under the influence of education, in connection with the growth of their independence and the expansion of the range of ideas. They are no longer satisfied with the depiction of individual episodes, but come up with different plots. If earlier, for example, a train was depicted with movements and sounds reminiscent of the horns and noise of a steam locomotive, now the roles of a driver, a conductor appear, and the train does not just go, but carries passengers and goods. Children of five years old know how to make the necessary building, they find a variety of uses for toys. Their speech is so developed that they can depict various scenes, speaking for the characters. They easily turn into a father and mother, a passenger and a driver.

To fulfill the role assumed, the child uses toys and various objects that contribute to the creation of images. Plot toys (doll, bear, horse, car, etc.) push the child to certain games. For example: you can ride a horse, carry loads, water it. In a dish - cook dinner or treat a doll with tea, etc. As for objects and materials, children use them in games in different ways. Cubes and bricks - depict bread, cake or a table, chair. Adults should be attentive to the conceived game plan of the child and not destroy his game just because it seems funny to them that a twig in a game can also be a horse. In creative games, children not only reflect the accumulated experience, but also deepen their ideas about the events depicted, about life. A child, like adults, learns the world in the process of activity. In specific actions related to the fulfillment of the role, the child pays attention to many aspects of life that he would not have noticed without play. During the game, he must act as the role requires, which also enriches his ideas, makes them more alive.

A child, for example, has repeatedly observed how a janitor operates, but when he portrayed a janitor, his ideas become brighter and more meaningful, especially in collective games, when the actions of his comrades tell him what to do next, to agree amicably on further actions. Under the influence of parents and educators, the interests of children become more stable and purposeful, their games last much longer, enriched with episodes and giving room for the development of imagination. And the more meaningful and interesting the game, the more stable the rules in the game, the more children talk to each other, understand each other better, are able to quickly find common interests and requests. Their speech improves, becomes brighter. In their speech, thoughts are formed about those aspects of life that they depict in the game.

In the game, the child experiences complex and high feelings of collective responsibility, friendship and camaraderie, he learns to coordinate his actions with the actions of other children, to subordinate his aspirations to the course of the game, to the will of his comrades.

Advice for parents

The influence of parental attitudes on the development of children.

The spiritual life of a person is extremely complex, because The psyche consists of two mutually defining components: the conscious and the unconscious - the conscious and the subconscious.

In the unconscious realm, a fixed attitude towards oneself, towards others, and towards life in general is very important. This is determined by attitudes and psychological protection. It is especially important for parents to understand what role parental attitudes play in the emotional and personal development of the child. Undoubtedly, parents are the most significant and beloved people for a child. Authority, especially at the earliest stages of psycho-emotional development, is indisputable and absolute. Belief in the infallibility, rightness and justice of the parents of the child is unshakable: "Mom said ....", "Dad ordered ...", etc.

Unlike a mature personality, a child of 3-4 years old does not have psychological defense mechanisms, is not able to be guided by conscious motives and desires. Parents should be careful and attentive to their verbal appeals to the child, assessments of the child's actions, avoid attitudes that may subsequently manifest themselves negatively in the child's behavior, making his life stereotypical and emotionally limited.

Installations come up every day. They are random, weak, others are principled, constant and strong, formed from early childhood, and the sooner they are learned, the stronger their effect. Once it has arisen, the attitude does not disappear, and at a favorable moment in the child's life, it affects his behavior and feelings. A weapon against a negative attitude can only be a counter-attitude, moreover, constantly reinforced by positive manifestations from parents and others. For example, the counter-setting "You can do anything" will defeat the setting "You're incompetent, you can't do anything," but only if the child really receives confirmation of his abilities in real activities (drawing, modeling, singing, etc.).

Undoubtedly, most of the parental attitudes are positive and contribute to the favorable development of the child's personal path. And since they help and do not interfere, then it is not necessary to be aware of them. These are a kind of psychological defense tools that help the child save himself and survive in the world around him. Proverbs and sayings, fairy tales and fables with a wise adaptive meaning, where good conquers evil, where stamina, faith in oneself and one's strength are important, are an example of historically developed and passed down from generation to generation of positive attitudes that protect a person.

Below is a table of the most common negative parental attitudes. Pay attention to the consequences they can have on the child's personality, and learn to put forward counter-attitudes. Remember if you heard something similar from your parents? Have some of them become dragging signs on your life path?

Analyze what directives, assessments and attitudes you give to your children. Make sure that there are very few negative ones, learn how to transform them into positive ones, developing self-confidence, richness and brightness of the emotional world in the child.

NEGATIVE SETTINGS

POSITIVE SETTINGS

Having said this:

think about the consequences

and fix it in time

"If you don't obey, no one will be friends with you..."

Closedness, aloofness, obsequiousness, lack of initiative, subordination, adherence to stereotypical behavior.

"Be yourself, everyone will have friends in life!".

"Woe is mine!"

Feelings of guilt, low self-esteem, hostility towards others, alienation, conflicts with parents.

"You are my happiness, my joy!"

"Crybaby Wax, whiner, squeaky!"

Restraint of emotions, internal anger, anxiety, deep experience of even minor problems, fears, increased emotional stress.

"Cry, it will be easier ...".

"Here's a fool, everything is ready to distribute ...".

Low self-esteem, greed, hoarding, difficulty communicating with peers, selfishness.

"Well done for sharing with others!"

"None of your business!"

Low self-esteem, mental retardation, lack of opinion, shyness, alienation, conflicts with parents.

"What do you think?".

"You are just like your dad (mum) ...".

Difficulties in communicating with parents, identification with parental behavior, inadequate self-esteem, stubbornness, repetition of parental behavior

"Daddy is with us. wonderful person"" "Mom is smart!".

"You don't know how to do anything, you idiot!"

Self-doubt, low self-esteem, fears, mental retardation, lack of initiative, low motivation to achieve.

"Try again, you will definitely succeed!".

"Don't scream like that, you'll go deaf!"

Hidden aggressiveness, increased psycho-emotional stress, throat and ear diseases, conflict.

"Tell me in my ear, let's whisper...!"

"Sleazy, dirty!"

Feelings of guilt, fears, absent-mindedness, inattention to oneself and one's appearance, promiscuity in choosing friends.

"How nice to look at you when you are clean and tidy!"

" Nasty girl, they are all capricious!" (to a boy about a girl). "Scoundrel, all boys are bullies and fighters!" (to a girl about a boy).

Violations in psychosexual development, complications in intersexual communication, difficulties in choosing a friend of the opposite sex.

"All people are equal, but at the same time, no one is like the other."

" You are bad, offend your mother, I will leave you for another child!

Feelings of guilt, fears, anxiety, feelings of loneliness, sleep disturbance, alienation from parents, "withdrawal" or "withdrawal" from parents.

"I will never leave you, you are the most beloved!".

" Life is very difficult: you will grow up and you will know...!"

Distrust, cowardice, lack of will, resignation to fate, inability to overcome obstacles, propensity for accidents, suspicion, pessimism.

"Life is interesting and beautiful! Everything will be fine!".

"Get out of my sight, stand in the corner!"

Violations of relationships with parents, "leaving" them, secrecy, distrust, anger, aggressiveness.

"Come to me, let's figure it all out together!"

"Do not eat a lot of sweets, otherwise your teeth will hurt, and you will be so-o-ol-pack!".

Weight problems, bad teeth, self-restraint, low self-esteem, self-loathing.

"Let's leave a little for dad (mom), etc."

"All around are deceivers, rely only on yourself!"

Difficulties in communication, suspicion, high self-esteem, fears, problems of overcontrol, feelings of loneliness and anxiety.

"There are many in the world good people ready to help you..."

"Oh, you ugly duckling! And why are you so ugly!".

Dissatisfaction with their appearance, shyness, communication disorders, a sense of defenselessness, problems with parents, low self-esteem, lack of confidence in their abilities and capabilities.

"How I like you!".

"You can't do anything yourself, ask permission from the elders!".

Shyness, fears, self-doubt, lack of initiative, fear of elders, lack of independence, indecision, dependence on the opinions of others, anxiety.

"Be braver, you can do everything yourself!".

"You're always out of time, wait..."

Alienation, secrecy, excessive independence, a feeling of defenselessness, uselessness, "withdrawal" into oneself, increased psycho-emotional stress.

"Let me help you!"

"Don't be afraid of anyone, don't yield to anyone, surrender to everyone!"

Lack of self-control, aggressiveness, lack of behavioral flexibility, difficulties in communication, problems with peers, feeling of permissiveness.

"Keep yourself in hand, respect people!".

Naturally, the list of settings can be much longer. Make up your own and try to find counter-settings, this is a very useful activity, because what was said, seemingly by chance and not from evil, can “emerge” in the future and negatively affect the child’s psycho-emotional well-being, his behavior, and often his life scenario.

How often do you tell children:

I'm busy right now)…

Look what you've done!!!

As always wrong!

When will you learn!

How many times can you repeat!

You drive me crazy!

What would you do without me!

You always get into everything!

Go away from me!

Get in the corner!

All these "words" are firmly hooked in the subconscious of the child, and then do not be surprised if you do not like that the child has moved away from you, has become secretive, lazy, distrustful, unsure of himself.

And these words caress the soul of a child:

You're the most loved one!

You can do a lot!

What would we do without you?!

Come to me!

Sit down with us...!

I will help you…

I rejoice in your success!

No matter what happens, our home is our fortress.

Tell me what's wrong with you...

Feelings of guilt and shame will in no way help a child become healthy and happy. You should not make his life dull, sometimes a child does not need an assessment of his behavior and actions at all, he just needs to be reassured. The child himself is not a helpless "straw in the wind", not a timid blade of grass on the pavement, which is afraid that it will be stepped on. Children are naturally endowed with a huge store of instincts, feelings and behaviors that will help them to be active, energetic and resilient. Much in the process of raising children depends not only on the experience and knowledge of parents, but also on their ability to feel and guess!

Advice for parents

"Games to play at home"

"Journey to the cottage"

You can pass the time on the road in the following way. One of the parents is driving a car, the other is counting, for example, red cars overtaking them, and the child is the same, going towards them. You can count cars of a certain brand, a certain size.

"Find a toy"

Hide a small toy. Let the child look for it, and having found it, be sure to locate it: on ..., behind ..., between ..., in ..., at ... etc. Then switch roles.

"What's gone?"

Place ten toys in a row on the table. Invite the child to count them and memorize the location. Then ask him to close his eyes. Remove any two toys. After that, the child opens his eyes and answers the questions:

Are there more or less toys?

What toys are missing?

What were their numbers?

"Name the Neighbors"

An adult calls a number, asks the child to name the neighbors of this number(previous and next) and explain your answer. You can complicate the game: an adult calls two numbers and invites the child to say what number is between them. Then the players change roles.

The adult calls the number, and the child must name the next three. Other options: name the next three numbers and increase(decrease) each number by one. Change roles.

"Find the Same"

An adult holds cards with numbers in a fan in his hands so that the child does not see them. Offers him to pull out one of them. The child chooses one card and, remembering the number, finds the corresponding number of identical(for any indication) objects in the room, then as many different ones.

Put the same

The game can be played everywhere. An adult lays out pebbles in a row(chestnuts) . The child must put the same amount, not counting(one below the other) . Make the game more difficult, offer to put more pebbles or less in a row too.

« Miraculous Pouch»

There is a bag of counting material on the table.(small toys or buttons, beans, beads, chestnuts) and numbers. The adult claps his hands several times, asks the child to count as many toys as he hears the clapping, and put the corresponding card next to it with a number or the required number of circles. Then you can switch roles.

"Guess the Number"

Leading(adult) thinks of a number and says that it is less than 20. The child, asking questions with the words "more" or "less", guesses the intended number.

"Let's count!"

They play together. The adult counts to himself. After a while, the child says “stop” and tries to guess the number to which, in his opinion, the adult has counted. They change roles.

"Who is bigger?"

In front of the players on the table are two piles of small buttons(beans) . On command, the players, for a certain time, set aside buttons from a pile one at a time. Then they consider who postponed more. You can complicate the game: put off the buttons with your left hand.

"Pebbles"

They play together. Put pebbles on the ground. Each in turn throws one pebble up, trying to catch it, and at the same time collects the pebbles lying on the ground in the other hand. If this succeeds, then the number of stones caught is counted as points won. Whoever scores 20 points first wins.

Advice for parents

"Discipline on the street is the key to safety"

The most common causes of traffic accidents: entering the roadway in an unspecified place in front of nearby traffic: few of our children have the habit of stopping before crossing the roadway, carefully inspecting it before crossing the roadway, carefully inspecting it with a turn of the head and control the situation left and right while driving.

Leaving the roadway due to a bus, trolleybus, or other obstacle: Our children are not used to walking to a pedestrian crossing after getting out of a vehicle or looking around the roadway before exiting through bushes or snowdrifts.

Playing on the roadway: our children are used to the fact that the entire free area is a place to play.

Walking on the roadway: even if there is a sidewalk nearby, most children have a habit of walking on the roadway, most often with all sorts of violations.

For the most part, there is no malice. The behavior of children on the road is influenced by a number of factors, of which it is necessary to emphasize the special significance of the age characteristics of children:

Physiological

A child under 8 years old still poorly recognizes the source of sounds(he can't always determine the direction the noise is coming from) , and hears only those sounds that are of interest to him.

The field of view of a child is much narrower than that of an adult, the field of view of a child is much smaller. At the age of 5, the child is oriented at a distance of up to 5 meters. At the age of 6, it becomes possible to evaluate events in a 10-meter zone, which is approximately 1/10 of the field of view of an adult. The rest of the cars on the left and right remain unnoticed behind him. He sees only what is opposite. The reaction in a child compared to adults is much slower. Much more time is needed to respond to danger. It takes about 1 second for an adult pedestrian to perceive the situation, think it over, make a decision and act. The child needs 3-4 seconds for this. The child is not able to stop immediately on the run, so he reacts to the signal of the car with a significant delay. Even to distinguish a moving car from a standing one, a seven-year-old child needs up to 4 seconds, while an adult needs only a quarter of a second. Reliable orientation "left - right" is acquired no earlier than at the age of seven.

Psychological

Preschoolers do not have knowledge and ideas about the types forward movement vehicles, i.e. the child is convinced, based on similar movements from the microcosm of toys, that real vehicles can stop just as instantly as toy ones. The separation of play and real conditions occurs in the child already at school gradually.

The attention of the child is focused on what he is doing. Having noticed an object or a person that attracts his attention, the child can rush to them, forgetting about everything in the world. Catching up with a friend who has already crossed the road, or picking up a ball that has already rolled away is much more important for a child than an oncoming car.

The child is not aware of the responsibility for their own behavior on the road. He does not predict what consequences his act will lead to for other road users and for him personally. Their own safety in traffic, especially at pedestrian crossings, is often underestimated by them.

Advice for parents

What Parents Should Know About FHT

We already know that the introduction of FGT is due to the need to standardize the content of preschool education in order to provide each child with equal starting opportunities for successful schooling.

However, the standardization of preschool education does not provide for strict requirements for children. preschool age, does not consider them in a rigid "standard" framework.

The specificity of preschool age is such that the achievements of preschool children are determined not by the sum of specific knowledge, skills and abilities, but by a combination of personal qualities, including those that ensure the child's psychological readiness for school. It should be noted that the most significant difference between preschool education and general education lies in the fact that in kindergarten there is no rigid objectivity. The development of the child is carried out in the game, and not in educational activities. The standard of preschool education differs from the standard of primary education in that there are no strict requirements for the results of mastering the program for preschool education.

Here it is necessary to understand that if requirements for results are set for preschool education, similar to those that are present in the standard of primary education, then we will deprive children of childhood, not taking into account the inherent value of the preschool period of life and the specifics of the mental development of preschool children. The preparation of children for school will be persistently carried out, where the level of subject knowledge, skills and abilities will be constantly checked. And to everything to this, the educational process will be built in the likeness of school lesson, and this contradicts the specifics of the development of preschool children.

Therefore, two groups of requirements are defined in preschool education, and not three, as in the standard of primary general education. These are the requirements for the structure of the preschool education program and the requirements for the conditions for its implementation.

At the same time, teachers are given a guideline for the ultimate goal of their activities. The FGT states that one of the mandatory sections of the program of any preschool educational institution is the section "Planned results of mastering the main general educational program of preschool education by children." It describes such integrative qualities(qualities! and not ZUNs: knowledge, skills, skills) which a child can acquire as a result of mastering the program: for example, physically developed, inquisitive, active, emotionally responsive, sociable, etc.

The main general education program helps the child master the basic level of preschool education. It is designed to provide the preschooler with the level of development that will allow him to be successful in further education, that is, at school, and must be carried out by every preschool institution.

The text of the FGT does not use the word "occupation", but this does not mean a transition to the position of "free education" of preschoolers. Adults will not stop working with children in Russian kindergartens. But such a form of educational activity as an occupation does not correspond to age characteristics preschool children. In modern theory and practice, the concept of "occupation" is considered as an entertaining business, without identifying it with the lesson as a didactic form of educational activity.

The new document focuses on individual approach to the child and the game, where the self-value of preschool childhood is preserved and where the very nature of the preschooler is preserved. The fact of increasing the role of the game as the leading type of activity of the preschooler and assigning it the leading place is certainly positive, since at present the lesson is in the first place. The need to abandon the educational and disciplinary model of the educational process - the rejection of specifically organized activities has long been overdue. The leading types of children's activities will be: play, communication, motor, cognitive research, productive, etc. It should be noted that certain forms of work with children correspond to each type of children's activity.

The content of the main program includes a set educational areas which will ensure the versatile development of children, taking into account their age, in the main areas - physical, social and personal, cognitive-speech and artistic and aesthetic. The program does not contain the usual subject areas - the development of speech, the development of elementary mathematical representations, drawing, modeling, etc. All this is embedded in the educational field.

Educational areas were introduced to maintain a balance between all areas of the kindergarten - all of them should be equally represented in the educational program of preschool education.

If we talk about a fundamentally new in the content of preschool education, then this is the obligation of its compliance with the principles stated in the FGT:

The principle of developmental education, the purpose of which is the development of the child;

The principle of necessity and sufficiency(compliance with the criteria of completeness, necessity and sufficiency (to allow solving the set goals and objectives only on the necessary and sufficient material, as close as possible to a reasonable "minimum")

The principle of integration of educational areas in accordance with the age capabilities and characteristics of pupils, the specifics and capabilities of educational areas;

The program is built taking into account the integration of educational areas in accordance with the age of the children. The integration of different educational areas is an important shift in the structuring of the program material.

All educational areas are connected with each other: by reading, the child learns; knowing, talks about what he learned; interacts with peers and adults in research and discussion. Thus, the interpenetration and interconnection of educational areas ensure the formation of a complete picture of the world around the child. Undoubtedly, in the new conditions, the role of interconnection in the work of narrow specialists and educators will increase. For example, a physical education instructor will participate in walking, organizing outdoor games, relay races on the topic. Musical director will carry out the selection of musical accompaniment for workshops, relaxation, warm-ups, gymnastics, etc.

Complex-thematic principle of building the educational process;

In accordance with the complex-thematic principle of constructing the educational process, FGT is proposed to motivate educational activities not as a set of individual game techniques, but assimilation of educational material in the process of preparing and conducting any significant and interesting events for preschoolers. Education through the system of classes will be restructured to work with children according to the "event" principle. Such events will be Russian holidays(New Year, Family Day, etc.) , international holidays(Kindness Day, Earth Day, etc.) . Holidays are joy, tribute, memory. Holidays are events for which you can prepare, which you can look forward to. Project activity will become a priority. The criterion that this principle will work will be the active, interested participation of the child in a particular project, and not a chain of actions at the direction of an adult. After all, only an active person can become successful.

Solving program educational problems in the joint activities of an adult and children(educational activities carried out in the process of organizing various kinds children's activities and educational activities carried out during regime moments) and independent activities of children;

The way children's activities are organized is changing: not adult guidance, but joint(affiliate) The activity of an adult and a child is the most natural and effective context of development in preschool childhood.

Interaction with parents;

The document focuses on interaction with parents: parents should participate in the implementation of the program, in creating conditions for the full and timely development of the child at preschool age, so as not to miss the most important period in the development of his personality. Parents should be active participants in the educational process, participants in all projects, regardless of what activity dominates in them, and not just outside observers.

And more importantly, the core pre-school education program provides continuity with exemplary core primary education programs, which was not the case before.

The prospect of reforming preschool education inspires hope for qualitative changes in this area. An attempt is being made to transform the once unified system of "social preschool education» into a genuine system of preschool education as a full and integral stage of general education. This means the actual recognition that a child of preschool age needs not only guardianship and care, but also education, training, and development.

Thus, new strategic guidelines in the development of the education system should be taken positively. Firstly, the system of preschool education must develop in accordance with the demands of society and the state, which are promulgated in this order. Secondly, there are many positive things in the order:

The desire to make life in kindergarten more meaningful and interesting.

Creation of conditions for the educator to take into account the peculiarities of development, the interests of his group, the specifics of the national-cultural and natural geographical conditions in which the educational process is carried out, and much more.

An attempt to influence the reduction and simplification of the content of education for preschool children by setting targets for each educational area.

The desire to form an initiative, active and independent child.

Refusal to copy school technologies and forms of organization of education.

Orientation to promote the development of the child in interaction with parents.

Kostanay kalasy әkіmdіgіninіn "Kostanay қalasy әkimdіgіninің bіlіm bolіminіn №3 bөbekzhai-baқshasy" Memlekettik kommunaldyқ қazynalyқ kasiporny.

State utility e state-owned enterprise "Nursery-garden No. 3 of the Akimat of the city of Kostanay of the department of education of the Akimat of the city of Kostanay"

Advice for parents

Educator: Akmaganbetova K.Zh.

Kostanay 2016

Consultation for parents on the topic: Labor education in the family

Target: the formation of the competence of parents in the issue of labor education.
Tasks: To draw the attention of parents to the awareness of the importance of labor education in the life of a child.
Arouse the interest of parents in joint work activities with the child at home.
Stroke: Labor education is an important tool for the comprehensive development of the personality of the child. Diligence is not given by nature, but must be brought up from early childhood. The main purpose of labor is its influence on the personality of the child. reasonable organized labor strengthens the physical strength, health of the child. Movements become more confident and precise. Acting, the baby is better oriented in space.
Labor has a significant impact on the mental development of the child. It develops intelligence, curiosity, initiative, active perception, observation, attention, concentration, trains memory. And also work develops thinking - the child has to compare, contrast the objects and phenomena with which he is dealing.
Emphasizing the invaluable importance of labor for the comprehensive development of the child's personality, I bring to your attention some recommendations on labor education in the family.
The work of children in the family should be feasible for them. It is not at all necessary to lay the cleaning of the entire apartment on the shoulders of the baby, but it is quite possible to ask him to wipe the dust from the windowsill. Use the opportunity - interest. Any child is interested in working as a vacuum cleaner. Of course, he won’t gain a lot, but he will get some skills.

At the first stages, labor activity is not very stable, it is closely connected with children's games. The connection between work and play is important at preschool age - play images help children to do work with great interest. It is easier to teach a child to work while playing. For example, your house is a spaceship and needs to be cleaned before departure. Young children easily humanize inanimate objects - this quality can be effectively used. Tell the child on behalf of the toy that she is cold to lie on the floor, or let the bear ask to be put on the shelf.

Never force a child to help you. Coercion turns away. Moreover, the work done under duress is not of high quality. Help must come from a pure heart. It is clear that the child may not notice that you are having a hard time and that you would not mind accepting help from him. Here you can cheat a little: groan and groan: “Oh, how tired I am,” “Oh, my back hurts.” A rare child does not realize that his help would be in place.
What household help can preschool children provide? The range is wide enough. In addition to cleaning his room, the baby can help his mother in preparing for dinner, for example, in setting the table. The child is quite capable of watering indoor plants, feeding pets.

Remember, when giving instructions to a child, it is necessary to explain in an accessible way what, for what, and why is being done. The child needs to know why he should perform certain tasks and what result should be achieved. Only in this way will preschoolers form an idea of the need for these actions. Therefore, it is always necessary to explain what we are working for. For example, if the flowers are not watered, they may die; if we don't wash the dishes, we'll have to eat from dirty ones.
The work of a child should not go unnoticed by adults. Any work should be encouraged: thank the child, praise, appreciate his efforts. Even if the child did something wrong. And if he breaks something, breaks, do not try to scold him, because the child wanted to help. Work and its result should be accompanied by positive emotions. [ Gradually, the child develops a positive attitude not only to those types of labor that are associated with the game, but also to those that are not so interesting, but necessary, that is, there is an awareness of the importance of labor activity. Adult activities serve as role models for children. If adults themselves work with enthusiasm, then the child will strive for this. When a child sees that work for adults is a heavy burden, then he himself will be treated the same way. Therefore, parents themselves should undertake any work with desire, diligence and responsibility, being a good example for children.
Teach your child to finish the work he has begun, do not rush and do not push the baby, be able to wait until he completes the work himself.

Parallel to labor education it is necessary to cultivate respect for the work of adults, for a careful attitude to its results. Notation words are known to be unconvincing methods for a child. He should see a good example of adults.
Only the systematic fulfillment of labor duties will help to educate preschoolers in organization, responsibility, and the habit of labor effort, which is so important for preparing a child for school.

Advice for parents

Parents - how to teach your child traffic rules After analyzing traffic accidents in which children were injured, it was

found that 80% of them occurred within a radius of one kilometer from their home. That is, in those places where the guys would have to know the traffic conditions well, the places of pedestrian crossings, the installation of traffic lights, obviously dangerous areas. And although in preschool institutions teachers conduct classes with children according to the rules traffic, attracting traffic police officers, special thematic programs are broadcast on radio and television, brochures, posters, leaflets are being prepared in various publishing houses that promote the rules of the road, but the situation does not change for the better.

Most parents, concerned about their children, resort to scolding, verbose warnings, and even punishment. This method does not give an effect, because a child of 3-5 years old (and often older) cannot realize the danger. He does not present the car as a danger that can cause injury or take life, on the contrary, he has pleasant impressions associated with the car. Nothing attracts a baby like a car, whether it be a toy or a real one. A child can be taught to comply with all safety requirements without resorting to intimidation. The child must be taught that the roadway is intended exclusively for vehicles, and not for games. You can teach children before they go to school how to navigate in a transport environment, predict different situations, correctly determine the place where you can cross the road, and before crossing, be patient enough and always look around before getting off the sidewalk.

The speed of movement, the density of traffic flows on the streets and roads of our country are rapidly increasing and will continue to progress. Therefore, ensuring traffic safety is becoming an increasingly important state task. Of particular importance in solving this problem is the advance and correct preparation of our smallest pedestrians - children who are already facing serious difficulties and dangers outside the gates of the house, and who will have to live with an incomparably greater intensity of car traffic.

Serious dangers can be avoided only through appropriate upbringing and education of the child. It is important to know what children themselves can:

STARTING from 3-4 years: the child can distinguish a moving car from a stationary one. He still has no idea about the braking distance. He is sure that the car can stop instantly.

STARTING from the age of 6

The child still has a rather limited visual field: with peripheral vision, he sees about two-thirds of what adults see;

- most children will not be able to determine what is moving faster: a bicycle or a sports car;

They still do not know how to properly distribute attention and separate the essential from the insignificant. A ball rolling down the road can take all of their attention.

ONLY STARTING from the age of 7

- children can more confidently distinguish the right side of the road from the left.

STARTING from the age of 8

- children can already react instantly, that is, immediately stop at a call;

- they are already half-experienced pedestrians;

They develop basic cycling skills. Now they gradually learn to go around obstacles, make sharp turns;

- they can determine where the noise is coming from;

They learn to understand the relationship between the size of an object, its distance and time. They learn that a car seems bigger the closer it is;

- they can refuse the initiated action, that is, having stepped on the roadway, return to the sidewalk again;

- but they still fail to recognize dangerous situations.

It is important that parents be an example for children in observing the rules of the road.

- Do not rush, cross the road at a measured pace.

When you go out onto the roadway, stop talking - the child should get used to the fact that when crossing the road you need to concentrate.

- Do not cross the road at a red or yellow traffic light.

- Cross the road only in places marked road sign"Crosswalk".

Get out of the bus, trolleybus, tram, taxi first. Otherwise, the child may fall or run into the roadway.

Involve your child in your observations of the situation on the road: show him the cars that are preparing to turn, go at high speed, etc.

Do not go out with a child from behind a car, bushes, without first examining the road - this is a typical mistake, and children should not be allowed to repeat it.

- Do not allow children to play near roads and on the roadway.

IT IS NECESSARY TO OBSERVE THE RULES IN THE CAR.

Here you have a wide field of activity, since approximately every third child who has become a victim of a traffic accident was as a passenger in a car. This shows how important it is to keep following rules:

· Wearing seat belts is a must for everyone! Including in someone else's car, and when driving short distances. If this rule is automatically followed by adults, then it will easily become a permanent habit in a child.

· If possible, children should take the safest places in the car: the middle or the right side of the rear seat, as it can safely exit directly onto the sidewalk.

· As a driver or passenger, you are also a constant role model. Do not be aggressive towards other road users, do not bring down a stream of curses on them. Instead, explain specifically what their mistake is. Use different situations to explain the rules of the road, calmly admit your own mistakes.

Stop often during long trips. Children need to move. Therefore, they will try to free themselves from the belts or wear out all your nerves.

· Use alternative means of transportation: bus, train, bicycle or walking.

Three pedestrian friends at any time of the year.

Red light is your first friend -

Busily strict.

If he suddenly ignited -

There is no road way.

Yellow light is your second friend

Gives good advice:

Stop! Attention morning!

Wait for new signals!

The third friend blinked at you

With your green light

Come on! There is no threat!

I'm the guarantor of this!

When crossing areas

Avenues, streets and roads

Tips from these three friends

Accept and complete them on time.

The red light came on -

There is no way for a pedestrian!

TRAFFIC LIGHT.

Stop, car!

Stop, engine!

Brake quickly

Chauffeur!

Red eye

Looking straight ahead -

It's strict

Traffic light.

He looks menacing

Lets in

Doesn't let...

The driver was waiting

a little bit

Looked out again

Into the window

Traffic light

This time

showed

green eye,

winked

And says:

"You can go

The path is open!"

"PEDESTRIAN TRAFFIC LIGHT"

Road, crossroads on the way
The traffic light will help to pass
With a red man - Stop!
Move with green in a straight line.

"Traffic light".

The traffic light is waiting for us.
Illuminates the transition.

Red eye lit up
He wants to stop us.
If red - there is no way.
Red light - can't go.

Yellow light - not very strict:
Wait, we have no way yet.
The bright yellow eye burns:
All traffic is worth it!

Finally a green eye
Opens the way for us.
striped transition
Young pedestrians are waiting!

"Naughty Pedestrian".

The road runs through the forest
The traffic light is flashing.
Everyone is in a hurry to cross over.
From moose to mice.

Sometimes across the road
Too many pedestrians
Jumps, walks, flies,

Runs, crawls.

Mom taught a hedgehog
Mom threatened with her finger:
- Remember the rules, baby!
If the light is red - stop!

If it's yellow, just wait
On the green - come on!
Naughty pedestrian
Did the opposite!

The hedgehog was in a hurry
And rolled in a ball
Straight to the red light!
Is it possible so? Of course not!

The brakes screeched
And he closed his eyes.
Old fat dump truck
Beeping, growling:

- I just stopped
Almost fell off the road!
What, you don't know the rules?!
Come on, quickly march into the bushes!

I'll give you a hedgehog advice:
Don't run red lights!
The hedgehog puffed softly:
- Sorry, I didn't mean to.

The traffic light told us:
The hedgehog has improved since then.
Knows the order best
Doesn't break anything!

TO NEVER GET IN DIFFICULT POSITIONS,

IT IS NECESSARY TO KNOW AND OBSERVE THE RULES OF THE TRAFFIC!

1. CROSS THE STREET ONLY ON THE GREEN TRAFFIC LIGHT!

2. PLAYING NEAR THE ROAD IS DANGEROUS!

3. BE CAREFUL WHEN CROSSING THE STREET! BYPASS TRAMS FRONT, BUS AND TROLLEYBUS BEHIND.

4. CROSS THE STREET ONLY IN PLACES SIGNED FOR CROSSING.

Advice for parents

"The role of educational games for children 3 - 4 years old"

What does it take for a child to grow up inquisitive, intelligent, quick-witted? Try to listen to the baby, understand the peculiarities of his age, evaluate his own, individual capabilities.

Games aimed at developing attention will require careful consideration and comparison of objects, identifying their similarities and differences. It is recommended to develop verbal memory in a role-playing game, where the memorization of words will become a necessary condition for the child to fulfill his role. Other games are aimed at training visual memory. A large group of didactic games is aimed at developing the child's thinking. For a three-year-old child, it is most expedient to solve mental problems that require disclosure of the structure of objects and their relative spatial arrangement. The next group of games is focused on the development of the child's creative abilities, stimulating his imagination. The kid will strive to notice different qualities of objects at the same time, look for various options for seeing the same thing or picture. And finally, mathematical task games will help teach the child to identify quantitative relationships between objects.

It is important not only to teach the child something, but also to instill self-confidence in him, to form the ability to defend his idea, his decision. This is especially true for the performance of creative tasks, which usually have several solutions and which do not require a strict assessment: “true - false”. It is necessary to teach the child to accept criticism without offense and put forward new ideas.

Rule one: do not give the baby toys for constant use with which you will play games so that he does not lose interest in them.

Rule two: during the game, the child should not be distracted by foreign objects. Everything superfluous must be removed from the field of view of the baby.

Advice for parents

"Crisis of three years"

By the age of three, parents begin to notice serious changes in their child, he becomes stubborn, capricious, absurd. The smile of emotion on the faces of the parents is replaced by an expression of concern, confusion and some irritation. Many do not know that at this time a very important mental process for the child is taking place: this is the first vivid expression of his “I”, this is his attempt to move away from his mother on his own, lengthen the psychological umbilical cord, learn to do a lot on his own and somehow solve his problems. Without psychological separation from parents, it will be difficult for a child to find himself in this life, to develop mechanisms for psychological adaptation and flexible behavior in various situations.

Crises of development are relatively short (from several months to a year or two) period in life, during which a person noticeably changes, rises to a new life stage. Crises happen not only in childhood (1 year, 3 years, 7 years, 13 years), as a person's personality develops continuously. In this case, there is always a change of periods: relatively long and calm - stable and shorter, stormy - critical, that is, crises are transitions between stable periods.

Adults are able to understand what is happening to them, knowing the patterns of personal development. Parents should not be afraid of the severity of the course of crises, this is not at all a negative indicator. On the contrary, a bright manifestation of the child in self-affirmation in a new age quality indicates that all age-related neoplasms have formed in his psyche for the further development of his personality and adaptive abilities. And, conversely, the external “crisis-free” that creates the illusion of well-being can be deceptive, indicating that no corresponding changes have occurred in the development of the child.

Thus, one should not be afraid of crisis manifestations, the problems of misunderstanding that arise at this moment among parents and teachers are dangerous. Is it possible, acting competently, to mitigate the manifestation of the crisis? How to help a child get out of it without introducing negative qualities into the soul: after all, stubbornness is an extreme degree of manifestation of the will, a quality necessary for a child; capriciousness - a demonstration of one's own significance for others, a sense of one's "I", selfishness - a healthy sense of "independence", dignity; aggressiveness is an extreme form of self-defense; isolation is an inadequate form of manifestation of healthy caution, that is, qualities necessary for survival in society. The child must come out of the crisis with a set of positive qualities, the main task of parents and teachers is to prevent the consolidation of their extreme manifestations.

What educators and parents need to know about children's stubbornness and capriciousness:

The period of stubbornness and capriciousness begins at about 18 months;

As a rule, this phase ends by 3.5 - 4 years (occasional bouts of stubbornness at an older age are also quite normal);

The peak of stubbornness falls on 2.5 - 3 years of life;

Boys are more stubborn than girls.

Girls are naughty more often than boys.

During the crisis period, attacks of stubbornness and capriciousness occur in children 5 times a day (for some, up to 19 times);

If children, upon reaching 4 years old, still often continue to be stubborn and capricious, then most likely we are talking about “fixed” stubbornness, hysteria, as convenient ways to manipulate a child with their parents. Most often this is the result of conciliatory behavior of parents who succumbed to pressure from the child, often for the sake of their peace of mind.

What parents can do:

Do not attach great importance to stubbornness and capriciousness. Accept it as a necessity.

During an attack of stubbornness, stay close, let the child feel that you understand him.

Do not try to inspire something to the child during an attack. It's useless. Swearing does not make sense, spanking excites even more.

Hysteria and capriciousness require the audience, do not resort to the help of strangers: “Look, what a bad girl, ah-ah-ah!”. This is all the child needs.

Don't give up even when your child has a seizure in a public place. Most often, only one thing helps - to take him by the hand and lead him away.

Try to cheat: “Oh, what an interesting toy, book, little thing I have!”, “What is this crow doing outside the window?” - such maneuvers will interest and distract.

Be persistent with your child. If you said "No", stay with this opinion.

I myself!

I'm negative and stubborn

Stubborn and self-willed

The environment of the social self

Terribly dissatisfied.

You don't let me step

Always ready to help.

Oh my God! How heavy

Heart chains.

The system "I" boils in me,

I want to scream everywhere

I am selfhood, brothers, I live,

Want! Can! And will!

(Buldakova L. A.)

Advice for parents

on the topic of:

"Routes of health and hardening".

First of all, we will make a reservation that by walking we will mean not just walking, being outdoors for children in the yard, in the garden or on the playground, but going out with the children outside their yard, district, city with special pedagogical purposes.

Who does not know the great inclination of the child to travel, tourism? How many requests to go somewhere for a walk you constantly hear from children! With what pleasure your son or daughter is going on a hike. A lot of joy brings children walks, held together with parents and elders in the family!

The desire of children to travel should be encouraged in every possible way. The health-improving, educational, educational value of family walks can be enormous, if only they are properly organized and carried out. In this case, walks can promote health, physical development, hardening of children, teach children the most expedient and economical use of skills in walking, running, jumping in various conditions; to cultivate dexterity, endurance, quick orientation, self-confidence, etc.

On walks, children get acquainted with the life of their city, with the sights of the region, monuments. Children learn to see and appreciate the beauty of their native nature, observe the phenomena occurring in it.

It is useful to associate walks within the city with a visit to the nearest park or stadium where children can watch sport competitions athletes.

During walks and trips outside the city, it is advisable to conduct games and exercises with children on the ground. Such exercises include tasks for observation, hearing, attention, endurance.

Short walks with children do not require special preparations and do not need special explanations for their implementation. Longer and more complex ones require some knowledge about parents, compliance with certain rules.

Walks can only be carried out with healthy, well-feeling children. Malaise, headache, severe runny nose are contraindications to taking such a child for a walk.

"Snow Experience"

Experimental activities help to enrich and expand children's understanding of snow, expand their knowledge about it, the children will learn to notice the beauty of the winter landscape through the artistic word, as well as develop sensuality, observation, curiosity, speech, thinking.

"Different legs stomp on a snowy path"

Teach Children How to Make Clear Tracks in the Snow The teacher teaches children how to make clear tracks in the snow. Taking the child by the hands, he makes an imprint of his figure on even snow. Shows how to get different shapes out of snow.

"Ice Hill"

Show the children how to make a slide for the doll With the help of children's shovels, the teacher and the children make a slide for the doll out of snow, then pour water over it and watch what happens to the slide until the end of the walk. Then they roll the doll down the ice slide.

"Snow City"

Teach kids how to make balls out of snow big house The teacher sculpts a bun out of snow and invites the children to make the same. Then he shows how you can build a big house from small koloboks, which is called a snow fortress.

"Multicolored Figures"

Teach children to paint snow figures On a walk, the teacher makes snow figures with the children: snowmen, turtles, pies, a snowy town of small snowballs. The teacher's assistant takes out warm multi-colored water in spray bottles, and the children paint figures from the snow with water.

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Consultation

for parents on:

"Organization of children's experimentation

At home."

In the life of every child, there comes a time when, like peas from a bag, endless “why”, “why”, “how” are pouring out of him, sometimes very annoying to adults. "- because" or "grow up - you will know", not suspecting what harm they do to the child, his natural curiosity.

Of course, it is impossible to embrace the immensity and answer all one hundred thousand "why", and this is not necessary. The task of parents is to develop the curiosity of the children, to captivate them with the very process of cognition. In everyday life, children often experiment with various substances themselves, trying to learn something new. They take apart toys, watch objects falling into the water (sinking - not sinking), trying metal objects with their tongues in severe frost, etc. At an older age, many children think about such physical phenomena as the freezing of water in winter, the propagation of sound in air and water, and pay attention to the different colors of objects in the surrounding reality. But the danger of such “amateur activity” lies in the fact that the preschooler is not yet familiar with the laws of mixing substances, elementary rules security.

Simple experiments and experiments can be organized at home. This does not require much effort, only desire, a little imagination and, of course, some scientific knowledge. Parents interested in the development of their child can organize a small laboratory at home, where they will conduct experiments together with their children. After all, experimentation is, along with the game, the leading activity of a preschooler. There are no costs for the purchase of the necessary equipment.

To do this, you must follow some rules:

1. Set the purpose of the experiment (what we are doing the experiment for)

2. Pick up materials (a list of everything you need for the experiment)

3. Discuss the process ( step by step instructions for the experiment)

4. Summarize (an accurate description of the expected result)

5. Explain why? Words accessible to the child

REMEMBER! WHEN CARRYING OUT THE EXPERIMENT, THE MAIN THING IS THE SAFETY OF YOU AND YOUR CHILD.

Experiment examples:

Can cold water "boil"?

To conduct the experiment, you will need: a thick handkerchief, a glass of water, pharmaceutical gum.

1. Wet and wring out a handkerchief.

2. Pour a full glass of cold water.

3. Cover the glass with a handkerchief and fix it on the glass with a rubber band.

4. Push the middle of the scarf with your finger so that it is 2-3 cm immersed in water.

5. Turn the glass over the sink upside down.

6. With one hand we hold a glass, with the other we lightly hit its bottom. The water in the glass starts bubbling ("boiling").

A wet handkerchief does not let water through. When we hit the glass, a vacuum is formed in it, and air through the handkerchief begins to flow into the water, sucked in by the vacuum. It is these air bubbles that give the impression that the water is "boiling".

Straw pipette

For the experiment you will need: a straw for a cocktail, 2 glasses.

1. Put 2 glasses side by side: one with water, the other empty.

2. Dip the straw into the water.

3. Hold the straw on top with your index finger and transfer it to an empty glass.

4. Remove your finger from the straw - water will flow into an empty glass. By doing the same several times, we can transfer all the water from one glass to another.

The pipette, which is probably in your home first aid kit, works on the same principle.

straw flute

For the experiment you will need: a wide straw for a cocktail and scissors.

1. Flatten the end of a straw about 15 mm long and cut its edges with scissors.

2. From the other end of the straw, cut 3 small holes at the same distance from each other.

This is how the "flute" came about. If you lightly blow into the straw, slightly squeezing it with your teeth, the "flute" will start to sound. If you close one or the other hole of the "flute" with your fingers, the sound will change. And now let's try to pick up some melody.

Rapier Straw

For the experiment, you will need: a raw potato and 2 thin straws for a cocktail.

1. Put the potatoes on the table. Clamp the straw in your fist and with a sharp movement try to stick the straw into the potato. The straw will bend, but it will not pierce the potato.

2. Take the second straw. Close the hole at the top thumb.

3. Drop the straw sharply. She will easily enter the potato and pierce it.

The air that we squeezed with our thumb inside the straw makes it elastic and does not allow it to bend, so it easily pierces the potato.

bird in a cage

To conduct the experiment, you will need: a piece of thick cardboard, compasses, scissors, colored pencils or felt-tip pens, thick threads, a needle and a ruler.

1. Cut out a circle of any diameter from cardboard.

2. We pierce two holes on the circle with a needle.

3. Through the holes on each side we will draw a thread about 50 cm long.

4. Draw a bird cage on the front side of the circle, and a small bird on the back side.

5. We rotate the cardboard circle, holding it by the ends of the threads. The threads will twist. Now let's pull their ends in different directions. The threads will unwind and rotate the circle in the opposite direction. It looks like the bird is in a cage. An animation effect is created, the rotation of the circle becomes invisible, and the bird "turns out" in a cage.

Mighty Breath

To conduct the experiment, you will need: a clothes hanger, strong threads, a book.

1. Tie a book with thread to a clothes hanger.

2. Hang the hanger on a clothesline.

3. We will stand near the book at a distance of approximately 30 cm. We will blow on the book with all our might. It will deviate slightly from its original position.

4. Now let's blow on the book again, but lightly. As soon as the book deviates a little, we blow after it. And so several times.

It turns out that such repeated light blows can move the book much further than once strongly blowing on it.

Interesting experiments can be organized with plants. In the spring, try to involve children in planting vegetables and flowers. We advise you to prepare an album for drawing, colored pencils or felt-tip pens so that the child can make sketches of experiments and observations.

At the same time, it is advisable not to captivate the little researcher if, for example, he has other plans for today. Give him a choice. But your presence during research activities child is absolutely necessary: it should warn the child against mistakes and related failures, and in some cases protect him from possible troubles.

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Consultation

for parents on:

« Physical culture of your baby.

Nature in the child has a huge potential of strength, energy, opportunities for growth and development. The proportions of a child's body differ from an adult's: small children, like cubs of animals, evoke tenderness and tenderness - this is how nature increases the chances of survival: they are more willing to take care of, care for, caress a sweet and pretty creature.

In early childhood, the child masters upright posture, develops a large (gait, muscle load) and fine motor skills(muscles of the hand).

Children are very mobile. Insatiable in their desire to run, jump, jump, arrange obstacles for themselves. And they get muscle pleasure from all this. Adults have time to forget about this joy, they are less mobile and less cheerful, and children do not allow naughty, frolic (“Behave yourself!”, “Do not rush!”, Etc.), laying the installation on a sedentary lifestyle.

It would be nice to put children's energy in a useful direction: to introduce the child to what exercises, sleds, skis, a pool, exercise equipment, balls, and so on are.

A common mistake is in an effort to provide the child with everything “the very best”. Sometimes in the baby's room he himself is not visible because of toys, development kits and sports equipment, but the child learns through imitation and joint actions with adults! In games, he copies what he saw at home, on TV on the street. Acts “like mom”, “like dad”. Copies gait, gestures, habits, expression of emotions, intonation, words. The repeat accuracy is amazing! Children do not judge, they observe and repeat. They study hard. And if parents do exercises in the morning, attentive to their health, then for children this will become the norm, the content of every day. But children accept not only good things, but also what adults would call "bad." Often, adults behave as if education is a prohibition to children of what is permissible for themselves, or a requirement from children that they are too lazy to do it themselves.

Imitation in childhood accumulates experience of interaction with the world and oneself, and this is the foundation for the next age period - adolescence, therefore, both the child and his educators will have something to rely on. The child knows how to make efforts, occupy himself, he has formed interests and skills to satisfy his needs, the ability to engage in self-development and much more, good physical development and well-being is the basis of interest in life.

And if the child "stubbornly ignores" the requirements of the parents to comply with certain rules? Sometimes it happens. The rules should be the rule for all family members, not just the younger ones.

The child learns to master through the game the world, understand it, put up with the requirements, creatively approach problem solving. Skills are best learned through play.

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Consultation

for parents on:

"Children's routine"

A little about the mode

You have probably paid attention to how some people behave incorrectly: they are always in a hurry, they don’t go to bed on time, they don’t even have time to do morning exercises- in a word, they do not observe the simplest regime of the day. This lifestyle can cause many troubles and early diseases.

N. S. Vedensky wrote that the unplanned, disorderly life quickly tire the nervous system and lead to wear and tear of the body. He noted that they get tired and exhausted not so much from the fact that they work a lot, but from the fact that they organize their work incorrectly. It is necessary to cultivate a conscious attitude to work and rest, discipline and the ability to properly allocate one's time from childhood. One of the main conditions of education healthy child- a rational hygienic regime, that is, a clear daily routine, rich in recreational activities: physical education, outdoor games, sports. All physiological processes take place in the human body in a certain rhythm, so it is very important to accustom the child to a strictly alternating mode of wakefulness, sleep, games, rest, and eating. This is how useful habits and upbringing skills are formed from childhood, which are of great value for improving health and increasing efficiency.

If children are not accustomed to order and strict regimen, then they grow up irritable, capricious with a very unbalanced nervous system. With their endless whims, they inflate themselves and unbalance their parents. Inexperienced parents go to the doctor, believing that their child needs treatment and sedatives. And they don't understand that the best medicine for their baby there will be observance of the daily routine, without which he cannot develop properly. The child must get up at a certain time and go to bed, have breakfast, lunch and dinner. In the daily routine, it is necessary to provide time for walks and games. Noisy outdoor games should be replaced by quieter ones.

When planning a child’s daily routine, you can follow this approximate regimen recommended by pediatricians: you need to feed preschool children four times a day after 3-4 hours. Children under 3-4 years old usually sleep 2 hours during the day, 12 hours at night, 5-6 year old children sleep 1.5 hours during the day and 11 hours at night. Walking with children is necessary at any time of the year and in any weather. This will harden them well and make them more resistant to colds. It is desirable that in winter and autumn they be in the air for at least 4-5 hours a day: 2-3 hours before lunch and 2 hours after daytime sleep, and in spring and summer, almost all their free time from sleep.

Physical exercises that satisfy the natural needs of children for movement must be included in the daily routine. With properly organized physical education classes, the child masters motor skills and abilities in a timely manner. The opportunity to introduce joint classes with parents into the daily routine almost always exists. Try to figure out the best times of the day for your family's routine and then stick to it.

Every day you need to perform morning exercises, 5-10 minutes are allotted for it. Physical education classes are held two to three times a week. For younger preschoolers, class time should not exceed 35 minutes, and for older preschoolers, 45 minutes. The child needs outdoor games during walks for 10-20 minutes and at least twice a day. Motor activity is assessed by its volume, intensity and duration in the daily routine. Experts believe that a child should be in motion for at least 50% of wakefulness, meanwhile, a study of the daily routine in kindergartens showed that no more than 25-30% of the time is allocated to physical exercises and outdoor games. Physical education in the family helps to fill the lack of movement.

The volume of movements can be determined by the number of steps per day (or for another period of time). For children 3 years old, the number of steps per day should be 9.9.5; 4 years - 10-10.5; 5 years - 11-12 and 6 years 13-13.5 thousand. Get a pedometer to count your steps. If, during the control, you find that the child is moving less than he should be for his age, then urgent measures must be taken. Persistently seek more mobility, especially if the child is weak or prefers to sit rather than run.

Nutrition

For the modern and proper development of the baby, a balanced, nutritious diet is necessary. The ratio of proteins, fats, carbohydrates should be 1:1:4.

Food for children is not only a source of energy to restore energy costs for the body, but also a plastic material necessary for the growth and formation of organisms and tissues. Therefore, the diet should contain proteins of both plant origin and animal origin (meat, poultry, dairy products, fish, etc.) in an amount of at least 60-70% of the total food volume. It is necessary to teach the child to eat whole foods, it is advisable not to encourage selectivity in food. During meals, instill in your child the skills of hygiene and culture of behavior, teach him to eat on his own, chew food thoroughly, use a spoon, napkin, and be neat. Parents should be reminded of one simple rule: you can’t feed your child “on the go”: in transport, while walking. Unfortunately, it is not uncommon to have to watch how adults treat the baby with fruits, sweets, water on the street and in other places. The harm to health from this is obvious - a decrease in appetite, gastrointestinal infections, hepatitis and other diseases of "dirty hands"

Walk

The daily exposure of the child to the air is a means of hardening and makes it possible to satisfy the physiological need for movement. From the point of view of hardening, walks in the morning are most useful. In the cold season, a healthy child can walk at air temperatures down to -15C (with 4-5 layers of clothing). On warm days, it is necessary to ensure that the baby is not exposed to direct sunlight for a long time. The best place for games - a strip of chiaroscuro, or a "lace" shadow of trees.

During the summer, children should spend as much time outside as possible and even (if possible) sleep and eat outdoors.

Perspective plan of work with parents of children of the younger group

Material Description: I bring to your attention perspective plan work with parents of children of the younger group. This material will help plan work with parents throughout the school year.

September
1. Visually - textual information "Crisis of 3 years."
2. Photo exhibition "Summer Days".
3. Consultation: "Daytime routine and its importance in a child's life."
4. Parent meeting "Tasks of education and training for the academic year."
5. Consultation "We are pedestrians".
6. Individual conversations with parents "Adaptation of the child to kindergarten. How to help your child fall in love with kindergarten?
7. Memo "Children are happiness"
8. Memo for parents "Creating a favorable atmosphere in the family"

October
1. Consultation "Features of the development of children 3-4 years old."
2. Consultation "Value gaming activity in the development of children 4 years of age.
3. Memo "Do not leave children at home alone."
4. Exhibition of crafts made from natural materials "Gifts of Autumn".
6. Conversation "We dress for the weather."
7. Memo "What to do if the child bites?"
8. Consultation "Growing up healthy"
9. Consultation "Whims and stubbornness"
10.Individual conversations with parents about the need to vaccinate against influenza.

November
1. Consultation "How to behave with strangers?".
2. Making a sliding folder “What do we already know how to do?”.
3. Consultation "What fairy tales to read to children?".
4. Conversation “What should be in baby locker in kindergarten?
5. Memo "If the child is afraid"
6. Consultation "Mobile play in a child's life"
7. Master class "Crafts from salt dough"
8. Memo for parents "How to develop an interest in manual creativity?"
9. Photo exhibition "Family leisure"
10.Consultation "Why do children break toys?"

December
1. Conversation "How not to get sick?".
2. Memo "Why should children not be punished?".
3. Consultation "Speak to the child correctly."
4. New Year's party for children and their parents.
5. Folder - shift "Sensory development of children."
6. Master class "Garlic as a means of combating a cold"
7. Parent meeting "Speech of a younger preschooler."
8. Consultation "What to do when the baby cries?"

January
1. Exhibition of crafts and souvenirs "New Year's Beauty".
2. Memo for parents "The art of being a parent."
3. Designing a thematic information stand "Safety Rules".
4. Consultation "How to spend a day off with a child?".
5. Folder - moving "We play with the whole family."
6. Consultation "How to understand your own child?"
7. Memo "Hardening - the path to health"
8. Consultation "If the child shows aggression"

February
1. Consultation "The influence of the psychological microclimate of the family on the health of the child."
2. Practical advice "The importance of daily routine for raising children."
3. Memo "Outdoor games for children 3-4 years old."
4. Conversation "Bad habits of children."
5. Master class "Gift for dad."
6. Consultation "How to teach a child to put away toys?".
7. Parent meeting "The game in the life of a preschooler."

March
1. Design of the information stand "Child's Health and Computer".
2. Wall newspaper "Our mothers are the best"
3. Memo “We develop motor skills. Clothespin games.
4. Photo exhibition "Walking is great!".
5. Manufacturing greeting cards for mothers and grandmothers.
6. Holiday "Our grandmothers and mothers."
7.Consultation "Can a child be punished?"
8 Consultation "Playing, we train attention and develop memory"

April
1. A selection of photographic materials on the topic "Funny moments".
2. Visually - textual information "Read to children."
3. Exhibition of children's art "Spring has come!".
4. Folder - moving "First Aid".
5. In the parent piggy bank "What a child of 3-4 years old should know."
6. Consultation "Cleanliness is the key to health."

May
1. Folder-slider: "Prevention of intestinal diseases."
2. Folder-slider: "Echoes of War".
3. Photo exhibition "From the life of our group".
4. Consultation "On vacation with a child."
5. Tips: "If the child has a poor appetite."
6. Parent meeting "The success of our group for the year!".
7. Consultation "Safety measures in the summer on the street"

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