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Samples of beautiful, sincere texts for a letter of thanks addressed to a kindergarten teacher from parents. All names, surnames, names of organizations are used only for convenience of presentation, do not forget to change them (if you are going to use a sample). Recommendations for writing a letter can be found at the end of the page.

Texts will help you express gratitude in your own words (orally).

Option number 1

Dear Appolinaria Agafonovna!

With special warmth and cordiality, we express our sincere gratitude and respect for your pedagogical talent, for your care, affection and love for our children!

For an individual approach, attentiveness and respect for each child - a separate thank you. Every day we observe the results of your noble work, and we never tire of admiring how professionally you are able to determine the abilities of each child and develop them. A low bow to you for this and a huge parental gratitude.

Parents of pupils of the "Solnyshki" group

May 2019

Option number 2

We, the team of parents of pupils of the "Gnomiki" group of preschool educational institution No. 19, express our deep gratitude to our teacher Sidorenkova Anfisa Ibragimovna!

We would like to note the high professionalism, pedagogical skills, sensitivity to children, care and responsibility.

We express our admiration for the excellently organized educational process, in which all the needs and requirements of children are taken into account. Also, the organization of the environment causes admiration and respect, in which there are a lot of opportunities for developing communication skills, creative, physical, musical and mathematical abilities. Our children willingly and joyfully go to the garden every day, looking forward to meeting with the teacher, with whom it is interesting and easy to explore the world. It remains for us, parents, only with a light heart to transfer children into the sensitive hands of such a teacher, knowing that he is under reliable care.

Thank you very much and regards.

June 2019

Option number 3

Dear Camilla Filimonovna!

Please accept our deep, sincere gratitude for teaching our children to be friends and respect each other, to fantasize and create, to appreciate the beauty of the world around us, to be caring, kind and honest. Our children are proud of their successes, achievements and discoveries.

Every day we observe how, under your sensitive guidance, children learn their individual capabilities. In the group, we observe order and cleanliness, coziness and comfort - a perfectly organized space for development.

Thank you very much for the fact that you can safely leave your child for the whole day and do your work without worry. We appreciate it and understand how important your contribution to our peace is.

We also thank the management of preschool educational institution No. 28 for a perfectly matched team of professionals. Happiness and prosperity to you.

The team of parents of pupils

DOU No. 28 from the group "Beads"

Option number 4

From the bottom of our hearts, we express our heartfelt gratitude to the team of educators of the "Bunnies" group of kindergarten No. 37 for the excellent, effective and fruitful work in the upbringing, education and development of our children.

You have become the best helpers and an integral part of a happy childhood, and you have made kindergarten a native and beloved place.

We wish all the teaching staff and administration good health, patience, new successes and pleasure from the results of their work.

Sincerely, Parents.

July 2019

Option number 5

To the teacher of preschool educational institution No. 46 Mikhailova Tamara Albertovna!

Please accept our deep gratitude for your painstaking, hard and important work. For the part of your soul invested in our children. For your worries and experiences, sympathy and attention. For your always wonderful mood in the morning when you meet our children on the doorstep. We sincerely wish you happiness, prosperity, obedient children, and may all your kindness return to you multiplied many times over.

Parents of students in the group

"Umki", 2019 release

Option number 6

Dear Lilia Markovna!

The team of parents of graduates of kindergarten No. 73 of the "Elves" group sincerely thanks you for the fact that being in the garden under your sensitive mentoring made their childhood look like a fairy tale and this fairy tale will remain with them forever. For all these years revealing beauty to them and helping them find true friends. Thank you for your kindness and kindness.

Also, we express our deep gratitude to the whole team of good fairies from the "Elves" group. We, parents and children, will always remember you with warmth in our hearts and gratitude to fate for giving us a luxurious gift in the person of such a professional teaching team that helps us raise children.

We wish you to meet only kindness, love, understanding and joy on your way.

Sincerely, parents

graduates of the preschool educational institution of 2019

Option number 7

To the nanny of our group Filippova Zinaida Sidorovna!

Thank you, our dear nanny, for being so warm and cozy with you. For the kindness with which you surround children. For always helping with a smile, kindness and care. For your spiritual generosity and affection, which you, without regret, give to our children - a special thank you. For the fact that it is always easy and calm with you - our special gratitude.

Be always happy, loved and healthy. Let all your dreams come true, and let the children come across only obedient and affectionate.

With love and respect,

a team of parents of pupils of the "Buttons" group

Option number 8

We express our parental gratitude to the team of teachers of the "Bantiki" group of preschool educational institution No. 55 for their help in raising our children: Petrova F.Kh., Ivanova Z. Zh., Sidorova Ya.Ch., Kharitonova P. E., Murzilkina U. Ts.

Every morning we visited the group without tears, with joy and pleasure, transferring the children to the care of excellent professionals. In the life of ours and our children, you have become wise mentors and good friends. You taught our children to write, read, draw, think, make friends and communicate fruitfully.

Thank you very much for your patience, sensitivity, responsibility, hard work and individual approach to each baby. For allowing each kid to develop at his own pace, in accordance with his abilities and in harmony with the environment - a separate gratitude to you. Professionalism and careful, detailed study of the educational program made the classes understandable and interesting, and the stay in the group - comfortable and joyful.

We wish you success and resounding victories both in your responsible, difficult work and outside it, as well as happiness, health, well-being and peace in your soul.

Option number 9

Dear Alena Timurovna!

We consider your participation in the development of our son one of the greatest successes in life and a happy gift of fate. We are very glad that you were the teacher of Zakhar Spiridonov.

It is very important that from the first years of life our children met with a respectful, wise and benevolent attitude towards themselves. We, as parents, highly appreciate and always notice your warmth, sensitive attitude towards children and feedback from us, parents.

Huge gratitude and low bow to you Alena Timurovna for cordiality, kindness, contact, humanity and a huge heart. Thank you for everything you do for our children. You are the best!

Sincerely,

parents of the pupil Zakhar Spiridonov

October 2019

Option number 10

The team of parents and children of the preparatory group "Preschoolers" expresses sincere gratitude to the teachers of kindergarten No. 82 "Smart Kid" for their professionalism, dedication, responsible attitude to their work and pedagogical talent.

Today we say goodbye to you and sincerely thank, appreciate and remember everyone who helped raise and develop our children all these wonderful years: educators, nannies, cooks, doctors, technical and administrative staff.

We wish you happiness, good health, prosperity and success.

Sincerely,

class of 2019: Smirnov Timofey, Kashirin Maxim, Goncharova Victoria, Zakharov Savely, Moiseev Timur, Pchelin Mark, Tsypkina Valeria

Option number 11

With warmth in our hearts and gratitude in our hearts, we bring sincere words of gratitude and respect to the teacher-teacher of the "Berry" group of the "Svet" preschool institution

Razumovsky Raisa Pamfilovna.

Such interested and enthusiastic, competent and experienced specialists can be wished to every kindergarten, and every parent dreams of such. We wish the administration to protect, respect and appreciate such personnel, it is these people who make the preschool institution what it should be.

Option number 12

Dear Valeria Valentinovna!

Please accept sincere words of gratitude and respect from the entire parent team for your competent approach to work, professionalism and wisdom. You know how to captivate children, engage in useful activities and teach the necessary skills. Each of the guys is provided with attention, affection and support. An atmosphere of mutual assistance, friendship and joy reigns in the children's team. You are able to fairly, wisely and skillfully resolve any conflict. Children come home with a lot of positive emotions and are happy to return to the group every day. With passion and interest, they discover the world and themselves, easily and freely share their impressions of the past day.

We wish you boundless happiness, joy, satisfaction with the results of your work and may your path be easy and the sky above your head cloudless.

Sincerely, the parents of the pupils of the "Leaflets" group

September 2019

Option number 13

We express our heartfelt gratitude for your invaluable contribution to the development, upbringing and wisely organized educational process in the Angels group of kindergarten No. 73.

Thank you for your professional skills, sympathetic heart and spiritual generosity.

We sincerely wish you well-being, peace to your home, light to the soul and ease of life. And also - strong and unshakable health to you and all your loved ones.

Option number 14

Dear and respected employees of our second home - kindergarten No. 10: educators, nannies and cooks, doctors, technical and managerial staff!

We thank you from the bottom of our hearts for:

• Your cordiality, understanding and assistance in creating a solid foundation for the subsequent personal development of our children;
• For a constant, tireless and significant contribution to the development of the young generation - our change, support and hope;
• For the excellent feedback that we, parents, received whenever we needed it and never knew it was denied;
• For holding on when it is difficult and when you are sick, when you are tired and when everything is tired ... it is not easy and we are grateful to you for your dedication, a wonderful example for all of us;
• For giving us every day the opportunity to meet your friendly faces at the doors of the garden and constantly enjoy the generosity of your kind hearts, humanity and the light of your souls;
• For tirelessly instilling useful skills in young researchers, discoverers and simply immensely curious, restless creatures;
• For preparing and implementing touching holidays for us and our children over the years;
• For the vigilant supervision of snotty noses, wet legs, frozen ears and skinned knees;

And most importantly, we thank you for diligently, day after day, you protect the most sacred thing in the life of every person - his childhood. And for helping this childhood to become a warm, fabulous and bright time in life, illuminating it with smiles and care, becoming the closest adults after your parents, keeping many children's secrets and remaining a warm corner in our hearts forever.

Option number 15

Dear and respected Ruslana Nikitichna!

Please accept our sincere gratitude for your active, skillful and productive participation in the upbringing of our daughter Appolinaria Timofeeva.

Thank you for helping us make the developmental process exciting, active and fruitful, thanks to which the child is ready for school, has acquired impressive social skills. For constantly listening to our wishes and tactfully helping to make reasonable decisions that are useful for our family. For the fact that not once during the entire period of our cooperation you did not show irritation and did not refuse good advice and support. Because you are a wonderful, efficient, smartest and most experienced specialist. And also for the huge work that is behind this experience.

We envy ourselves that we met such a talented mentor as you.

Thank you for choosing this field of activity to realize your great talent and outstanding abilities. Continue to be the same brilliant educator and wonderful person. We wish you endless pleasure from your occupation, high-profile success and a worthy reward for your work. Be happy.

• In the cap (upper part of the sheet) it should be indicated that it is a thank you note.
• The main text is laid out in the center of the page, however, the layout on the left margin is acceptable.

• It is allowed to write a letter from parents not in such a strictly formal style as a letter from the administration (or on behalf of other organizations), therefore, emotional, warm and human expressions are acceptable.
• The author is indicated under the main text (see in the samples), the line is laid out on the left edge.
• The date should be the last entry on the page. It is permissible to write it both in full and abbreviate (indicate the month and year of writing or leave only the year).
• If the above texts seem long to you, you can easily cut them down to 1-2 sentences by simply ignoring the text you don't need. The samples are written in such a way that by cutting them in half, the overall meaning will not be lost. However, remember, the letter will become drier, and in such a text (addressed to an assistant in raising a child), the main thing is to convey emotions and warmth than just observe a cold formality.

What professional qualities of a teacher would you like to note?

An educator is not only a profession, but also an honorable mission of educating a person, affirming a person in himself and transferring experience and knowledge to the younger generation. All this is done by our beloved teacher Inna Petrovna Koposova. She has high professionalism, intelligence, spiritual culture, desire and ability to work together with others. Inna Petrovna provides our children with a positive emotional attitude, which has a positive effect on the mental development of the child. Her work is aimed at protecting and strengthening health, developing the creative initiative of children. An important advantage of the educator is the ability to teach children to communicate with each other, make friends, the ability to create a comfortable and entertaining stay for everyone together. Thanks to the professionalism and literacy of the educator, our children grow up as harmonious and comprehensively developed personalities.

What personal qualities of a teacher would you like to note?

Of personal qualities, we would like to note great patience and calmness in all situations, as well as, importantly, love and respect for children, honesty and sincerity, balance, the ability to understand children, the presence of life experience and their children. The sociability of our educator allowed us to create good relationships not only with children, but also with parents. Inna Petrovna is always friendly, courteous, manages to pay attention to everyone - be it a parent or a child. She is tactful, responsive, always very accurate. Consistency of actions and unity of approach to children and parents is evidenced by the result of her pedagogical work: our joint subbotniks, projects, holidays, which certainly affects the cohesion of our group. Inna Petrovna charges everyone with her optimism, children always receive from her love, care, warmth, attention, readiness to help. Her kindness pleases not only children, but also parents, because a lot of work is needed to bring up a worthy person.

What features of the teaching methodology would you like to highlight?

I would like to note the large volume and variety of creative activities in our group. Children learn a lot of new and interesting things, their creative potential develops, they learn to behave among other people, etiquette, traffic rules, and all this happens in an interesting way. Inna Petrovna organizes a variety of activities with objects, toys, natural objects, during which the kids actively work with them, examine their properties, compare, enriching their ideas. The teacher activates the sensory foundations of cognition in children, helps kids use different senses to obtain information about objects and phenomena. Children at home are happy to talk about all this. It is a pleasure to attend all the events held by Inna Petrovna, because the level of preparation and conduct is very high, the atmosphere itself is very friendly and conducive to the rapprochement of parents and children. She keeps up with the times, uses innovations, various methods in her work, has purposefulness, wisdom and professional literacy.

Why, in your opinion, the candidate deserves to win the Competition?

Because she is the best! Inna Petrovna loves our children, surrounds them with care and warmth, gives them the necessary knowledge. We trust her with our children, and the biggest reward for parents is when a child goes to kindergarten with a smile, is interested, misses his teacher. Inna Petrovna is an excellent teacher, she sincerely believes in our children, and we believe in her. We believe that she should win the competition, as our teacher is an excellent professional in her field. Winning the competition will give her confidence in the correctness of her actions, will give impetus to the improvement of professional qualities.

How do you see the candidate's future as an educator?

Inna Petrovna can be proudly called an educator with a capital letter! In her work, she will continue to use the most modern technologies of education and upbringing, create a fairy-tale world based on real events for our children, immersing them in an atmosphere of kindness, love, care, self-expression, positive and miracles. Each child in the group will still feel comfortable, as she thoughtfully organizes the life of each child in the group, and no matter how old she is, she will always keep pace with the times.

What professional qualities of a teacher would you like to note?

Nadezhda Nikolaevna is a wonderful teacher who sincerely loves our children. She is distinguished by attentiveness, exactingness, and a creative approach to business. Its main activity is aimed at the protection and promotion of health. An important advantage of the educator is the ability to teach children to communicate. There are no significant conflicts and quarrels in her group. Thanks to the professionalism and literacy of Nadezhda Nikolaevna, our children grow up healthy, joyful and socially developed.

What personal qualities of a teacher would you like to note?

From personal qualities we want to note love for children, great patience, calmness, honesty and sincerity, balance. Nadezhda Nikolaevna is very sociable, which allowed her to create good relationships not only with children, but also with parents. Nadezhda Nikolaevna will always be able to explain, advise, consult, charge with her optimism. Children feel her warmth, attention, readiness to help and willingly respond to her requests.

What features of the teaching methodology would you like to highlight?

I would like to note the large volume and variety of creative activities in our group. Our children learn from her how to behave among other people, how to take care of themselves and their health, in practice they fix the rules of the road and all this happens in an exciting and educational way. Children at home are happy to talk about everything. It is very important that Nadezhda Nikolaevna acquaints our children with the traditions of the Russian people, widely using the works of UNT. It is a pleasure to attend her classes, because the level of preparation and conduct is very high, and the atmosphere itself is very friendly and conducive to the rapprochement of parents and children. She keeps up with the times, uses innovations, various methods in her work, has purposefulness, wisdom and professional literacy.

Why, in your opinion, the candidate deserves to win the Competition?

She is an excellent professional, creatively working teacher not only with children, but also willingly providing pedagogical assistance to us through conducting various questionnaires, individual interviews, consultations, parental gatherings, Internet lecture hall. Thanks to Nadezhda Nikolaevna, our children take part in various competitions along with healthy children and even win prizes. Winning the competition will be an assessment of her work.

How do you see the candidate's future as an educator?

Kind, attentive, sensitive, responsible, patient, honest, that is, the way she is - this is the most important thing. Without these qualities, we simply cannot imagine it. May she always remain intelligent, active, creative, constantly improving her knowledge and leading her children.

EDUCATIONAL PSYCHOLOGIST

FOR TEACHER

All children are different.

All children are different. And even the sense organs, which seem to be the same for everyone, they use in different ways. One child, when visiting a friend for the first time, looks at the pattern on the wallpaper with pleasure. Another listens with interest to the sounds, the third hurries to pick up a soft toy. For the first (visualist) the main thing is visual information, for the second (audialist) what is important is what he hears. For the third (kinesthetic) - what he feels. These features affect the behavior of your child and even the perception of educational material.

IF A CHILD VISUALIST

• He may not like being touched by other people. Keep this in mind and do not be offended by the child if he is dissatisfied; it has nothing to do with you personally.
• He is more afraid of emotional outbursts of others and conflicts than other children.
• He quickly perceives material that is well illustrated.
• Easier to acquire skills through observation.
• In individual lessons, his results are better than when working in a group.

IF THE CHILD IS AUDIALIST

• He prefers conversation to any activity. He can even talk to himself - this is normal.
• It is unlikely that he will understand your expressive look (angry, offended, angry), it is better for him to explain in words what you feel.
• He remembers verbal material well.
• For quick skill acquisition, invite your child to comment on what he is doing.

IF THE CHILD IS KINESTHETIC

• For him, more than for others, touches are important, by them he judges

how do you feel about it.

• His mood changes more often than other children, he is vulnerable and touchy.
• It is best to remember information in the process of activity.
• So that he does not get distracted, give him the opportunity to play an active role.

Verbal and non-verbal means of communication.

In traditional pedagogy, for a long time it was believed that the speech development of a child largely depends on the speech activity of educators and parents. "Talk to your child as much and as often as possible," - such advice was constantly heard by parents from preschool professionals.

Each word contains not only informational, but also emotional meaning. The word can create psychic reality, it has a special power, truly magical.

In the traditional system of education, adults often forget about caution, resort to threats, intimidation of children. "Shortcuts" are not considered anti-pedagogical: slob, clumsy, crybaby, sneak, dormouse, stubborn:

One of the modern teachers compared the child with a multi-window house: what quality we call out, then it responds and opens. So the "label" becomes an installation, a forecast for the future.

Where to hang a sign: "Caution - a word. A word can cripple the soul"?

The American psychotherapist Cecil R. Benoist, in his book When Love Is Not Enough, asks adults, especially those who consider themselves competent educators, to refuse such statements to children:

"If you don't behave yourself, no one will love you." (The child perceives this as: "The way I am, I am unacceptable").

"If you don't behave well, you won't have friends." ("I must be bad"). "Well, how can you be so stupid?" ("I must not be smart").

"You never understand anything." ("I'm dumb, incapable!").

Maria Montessori wrote that by demanding obedience, depriving the child of the freedom to act independently, we do not at all cultivate discipline in him. It only seems to us. In fact, we fetter the development of the will, and instead of conscious discipline, we develop anxiety, fear, slavish obedience, behind which aggressiveness is hidden. We compress the spring, and we don’t know when it will open and how and whom it will hit. How many words do we use? How many repressive forms of speech! But at the same time, we believe that we educate the individual.

American psychologist Arnold Gesell: “If teachers and parents believe that anything can be molded from a child, it is enough just to persistently put pressure on him from the outside, this means that adults have not yet come close to knowing the true nature of the soul. It is more appropriate to compare the soul with a plant, and not with a lump of clay. For clay does not grow, the form is completely given from the outside. The form of a plant, on the contrary, is acquired from within, thanks to its own growth potentialities. "

Children learn everything, and the art of communication, from adults, especially from those adults who are respected.

Preschoolers are more willing to respond to those words, gestures that they perceive as approving, while reacting very painfully to humiliating remarks. Often such remarks lead children to disbelief in their own strength.

Do not forget that censure suppresses abilities, and approval inspires, supports children.

In order to teach something, you must first establish good relations with the child, M. Montessori believed, to give him freedom. Freedom for development, research and self-knowledge.

The empirical discoveries made at the beginning of the century by the doctor of medicine and teacher Maria Montessori were confirmed at the end of the century by the most famous psychologists and educators. All of them prove, like the creator of "silent pedagogy", that a child is a non-verbal being. It is argued that all information is perceived by preschoolers through relationships, and not through words.

With words, we load the left hemisphere. It is responsible for logic, for understanding speech. A child is a right hemisphere creature, his thinking is figurative. Turning on the right hemisphere first, non-verbal, we gradually pull the left hemisphere to the process of cognition. And then the baby develops harmoniously, he does not have an overload of the nervous system, the psyche.

Psycholinguists supplemented these conclusions by proving that "personal meanings exist in two forms: emotionally direct and verbalized. The verbalized form is awareness, a designation of what gives meaning to the situation. Emotionally direct is its emotional experience.

The verbalized form of comprehension is practically inaccessible to preschool children.

It is proved that there are two languages ​​of communication:

one language is the language of words, concepts, categories, generalizations, speech units, phrases;

the second language is a wordless language: the language of facial expressions, smiles, grimaces, laughter, crying - the language of emotions, experiences.

This second language appears very early and allows the baby to "read" information about the attitude of others to him and to each other, their mood, emotions.

A child who first finds himself in a kindergarten group will immediately determine the attitude towards himself of unfamiliar children and a teacher. He may not understand a single word, he will not immediately get used to the pace of the teacher’s speech, pronunciation, but wordless communication will not let him down: in what tone does this aunt speak to the children and to what mother, the head; turns away from him, from the children; preens, not noticing the children, or smiles at them; embraces the offended. He will take everything into account, absorb his mind.

Information for reflection. How does a child begin to learn verbal communication?

The kid first learns to manipulate, control behavior, including speech, of other people (mom, dad, loved ones) using non-verbal means, and only much later copes with his own behavior.

The experience of communication with peers begins to form in the third year of life, and intensively develops in the fourth. Contacts of three-year-olds are often dictated by the subject environment.

Active, meaningful and emotional contacts depend on many reasons and on the internal capabilities of the child.

Being in a children's team, away from their parents, the child wants to be independent and protected at the same time, he wants from adult understanding.

And understanding also does not have to be expressed verbally. Non-verbal methods are more important here: an encouraging, warm look, a kind smile, sometimes a touch with a hand, stroking will say more than words.

Montessori educators are very aware of the power and impact of the gaze. With a direct, demanding look, we seem to penetrate into the soul without any request from the one we are looking at. And if the look is still not good?

Wordless communication is the most honest. From childhood, we determine everything intuitively, who loves us and who does not, and without any words we know how they treat us. The child feels it much more subtle, stronger.

Experiences remain in the depths of emotional memory and are discovered after many years. What will we, adults, remain in the memory of a child? How does a child see us? How is it portrayed in the game? How does he draw?

So, how to teach, not forgetting the precept of the Montessorians: "Do not translate into a verbal series what can not be translated. It is better not to verbalize relationships, especially not to formalize any comments verbally."

The reason for the preference for non-verbal learning in Montessori technology can also be formulated as follows: "I hear - I forget, I see - I remember, I do - I learn."

Thus, non-verbal communication is the whole atmosphere in the group: and free access to any benefits, and these benefits themselves, and a special order, and the relationship of adults and children, and their gestures, views, and rituals, traditions in the group, and family environment.

Commandments for parents and educators.

Children learn from what surrounds them.

If a child is often criticized, he learns to condemn.

If a child is often shown hostility, he learns to fight.

If a child is often ridiculed, he learns to be timid.

If a child is often shamed, he learns to feel guilty.

If a child is often indulgent, he learns to be patient.

If a child is often encouraged, he learns self-confidence.

If a child is often praised, he learns to evaluate.

If a child is usually honest, he learns justice.

If a child lives with a sense of security, he learns to believe.

If a child is often approved, he learns to treat himself well.

If a child lives in an atmosphere of friendship and feels needed, he learns to find love in this world.

Commandments of Janusz Korczak

"How to love your child":

1. Don't expect your child to be like you, or the way you want. Help him become not you, but himself.
2. Do not ask your child to pay for everything you have done for him. You gave him life, how can he thank you? He will give life to another, that to a third, and this is an irreversible law of gratitude.
3. Do not take out your grievances on a child, so that in old age you do not eat bitter bread, for what you sow, that will come up.
4. Don't take his problems lightly. Life is given to everyone according to their strength, and be sure that it is no less difficult for him than for you, and maybe more, because he has no experience.
5. Don't humiliate!
6. Do not forget that the most important meetings of a person are his meetings with children. Pay more attention to them - we can never know who we meet in a child.
7. Don't torture yourself if you can't do something for your child. Torture if you can - but you don't. Remember: not enough is done for a child if everything is not done.
8. A child is not a tyrant who takes over your whole life, not just a fruit of flesh and blood. This is the precious cup that life has given you for keeping and developing the creative fire in it. This is the liberated love of mother and father, in whom not “our”, “our” child will grow, but the soul given for safekeeping.
9. Know how to love someone else's child. Never do to someone else what you would not like to be done to yours.
10. Love your child in any way - untalented, unlucky, adult. Communicate with him, rejoice, because a child is a holiday that is still with you.

Methods of self-regulation of the emotional sphere

Self-regulation is the management of one's psycho-emotional state, which is achieved by a person's influence on himself with the help of words, mental images, control of muscle tone and breathing.

1. Methods related to breath control

Breath control is an effective means of influencing muscle tone and the emotional centers of the brain. Slow and deep breathing (with the participation of the abdominal muscles) reduces the excitability of the nerve centers, promotes muscle relaxation, relaxation. Frequent (thoracic) breathing, on the contrary, provides a high level of body activity, maintains neuropsychic tension.

Method 1. Sitting or standing, try, if possible, to relax the muscles of the body and focus on breathing.

On the count of 1-2-3-4, take a slow deep breath (at the same time, the stomach protrudes forward, and the chest is motionless);

- hold the breath for the next four counts;

- then a smooth exhalation at the expense of 1-2-3-4-5-6;

- again delay before the next breath at the expense of 1-2-3-4.

After 3-5 minutes of such breathing, you will notice that your state has become noticeably calmer and more balanced.

Method 2. In a situation of irritation, anger, we forget to exhale normally. To calm down

- exhale deeply;

- hold your breath for as long as you can;

- take a few deep breaths;

- hold your breath again.

1. Methods related to the control of muscle tone, movement

Under the influence of mental stress, muscle clamps and tension arise. The ability to relax them allows you to relieve neuropsychic tension, quickly restore strength.

Method 3. Since it is not possible to achieve complete relaxation of all muscles at once, you need to focus on the most tense parts of the body.

Sit comfortably, if possible, close your eyes;

- breathe deeply and slowly;

- walk with your inner gaze throughout your body, starting from the top of your head to the tips of your toes (or in reverse order) and find the places of greatest tension (often these are the mouth, lips, jaws, neck, nape, shoulders, stomach);

- try to tighten the clamps even more (until the muscles tremble), do it while inhaling;

- feel this tension;

- sharply relieve tension - do it on the exhale;

- Do this several times.

In a well-relaxed muscle, you will feel the appearance of warmth and pleasant heaviness.

If the clamp cannot be removed, especially on the face, try to smooth it out with a light self-massage with circular movements of the fingers (you can make grimaces - surprise, joy, etc.).

Method 4. In free minutes, rest breaks, master the consistent relaxation of various muscle groups, observing the following rules:

1) be aware of and remember the feeling of a relaxed muscle in contrast to overexertion;

2) each exercise consists of 3 phases: "strain-feel-relax";

You can work with the following muscle groups:

- faces; - neck, shoulders; - chest; - hips and abdomen; - hands; - the lower part of the legs.

1. Methods associated with the impact of the word

Verbal influence activates the conscious mechanism of self-hypnosis, there is a direct impact on the psycho-physiological functions of the body.

Self-hypnosis formulations are built in the form of simple and short statements, with a positive focus (without the “not” particle).

Method 5. Self-orders.

A self-order is a short, curt order given to oneself. Use a self-order when you are convinced that you need to behave in a certain way, but are having trouble doing it.

“Talk calmly!”, “Be silent, be silent!”, “Do not succumb to provocation!” - it helps to restrain emotions, behave with dignity, comply with the requirements of ethics and the rules of working with students.

- Formulate a self-order.

- Mentally repeat it several times. If possible, repeat it out loud.

Method 6. Self-approval, self-encouragement.

People often do not receive a positive assessment of their behavior from the outside. This is one of the reasons for the increase in nervousness, irritation, especially in situations of increased neuropsychic stress. Therefore, it is important to encourage yourself.

- In the case of even minor successes, it is advisable to praise yourself, mentally saying:

“Well done!”, “Clever!”, “It turned out great!”

- Find an opportunity to praise yourself during the working day at least 3-5 times.

1. Methods related to visualization (using images)

Visualization - mental representation, playback, vision of images. It actively affects the entire system of feelings and ideas.

Method 7.

To use images for self-regulation:

- Specially remember situations, events in which you felt comfortable, relaxed, calm - these are your resource situations.

- If you feel tense, tired:

1) sit comfortably, if possible, closing your eyes;

2) breathe slowly and deeply;

3) remember one of your resource situations;

4) live it again, remembering all the visual, auditory and bodily sensations that accompanied it;

5) stay inside this situation for a few minutes;

6) open your eyes and get back to work.

Using visualization, follow the basic steps

Decide what you want to achieve: literally, clearly, visually, in colors and colors (mentally create accurate pictures and scenes of what you want to achieve)

Relax. For 5-10 minutes mentally imagine the desired reality. As if creating a video film of successful actions.

It is important that you remember that when you visualize, you need to be systematic. The main thing here is practice. Don't expect quick results. It is not enough to imagine something once or twice. The result will appear if the image is imprinted in the mind again and again for weeks and even months. So keep practicing visualization until your goal is fulfilled. Do not try to evaluate the results after one or two imaging attempts. If in doubt, avoid fighting them. What you fight against only gets stronger. You just have to ignore your doubts. Cut them off and discard!

Method 8.« Cut off, chop off” - suitable for working with any negative thoughts (“I won’t succeed again ...”, “it’s all useless, etc., etc.) As soon as you feel that such a thought has crept into your soul, - immediately “cut it off and discard it” by making a sharp, “cutting” gesture with your left hand and visualizing how you “cut off” and discard this thought.

After this discarding gesture, continue to visualize further: place another (positive, of course) in place of the removed negative thought. Everything will fall into place.

Method 9. "Label or Label".

If a negative thought comes into your head, you must mentally step back from it and watch it from the side, but do not allow this thought to take possession of you. Some people think that the effect of this technique is enhanced when you imagine how you not only "pulled" a negative thought out, but performed some actions in your imagination on it. For example, they imagined that they sprayed paint on it from a spray can, marked it (poisonous green, canary yellow, etc.) and now you are watching from the side.

Negative thoughts have power only over you and only if you react to them with fear, anxiety. They get that power from you. As soon as you stop responding to them, they lose their power. Say: It's just a negative thought!

Method 10. Exaggeration.

As soon as a negative thought comes up, exaggerate it to the point of absurdity, make it ridiculous.

Method 11 . "Recognition of one's merits"

Helps with excessive self-criticism. One of the antidotes is to realize that you - just like other people - cannot and should not be perfect. But you are good enough to live, be happy and, of course, be successful.

And now - the most self-sustaining technique. Every day, when you stand in front of the mirror and get ready for work, confidently look in the mirror, directly into your own eyes and say at least three times: “Of course, I’m not perfect, but I’m good enough (good)!”. It's good if you smile to yourself!

Memo to the teacher

How to work with children with disabilities

1. It is necessary to build a trusting relationship with the child and his parents;
2. Accept the child as he is, and do not evaluate him according to the norms of healthy children;
3. In developmental work, go from the actual capabilities of the child, and not from what he “should” according to the age norm;
4. It is important to determine the "zone of proximal development" and the priority task of the child's development;
5. Step-by-step mastery of a learning skill, introduce a new skill only after mastering the previous one;
6. Support the child: praise even for small successes and encourage in case of failures. In no case do not scold and do not scold!
7. Remember: parents are your most important helpers. Give homework assignments to consolidate the acquired skills.
8. Praise children to their parents.
9. Try to create a favorable atmosphere of love and acceptance in the group. Each child needs to realize that he is needed in the group, he is valued and expected.

OPEN LETTER FROM HYPERACTIVE CHILDREN

TO TEACHER

Dear educators!!!

To make it easier for you to live with us, and we loved you:

1. Do not load us with boring and tedious work. More life! More dynamics! We all can!
2. Do not try to give us long instructions! At the fifteenth word, we are more interested in what color the neighbor's socks are than in your instructive speech. Be specific, to the point, no more than ten words.
3. Don't expect us to be attentive, careful, and diligent at the same time. This is beyond our strength!
4. But in general - remember: praise and blame affect us more than others.

Tips for the educator

The morning gathering of a kindergarten group is a wonderful way to create a sense of community, keep children and adults interested in each other, "learn effective communication skills, develop key competencies. A good morning gathering is akin to a production meeting - it is carried out quickly, easily and naturally, but even for experienced teachers sometimes have problems in its implementation.

Advice for the educatorwhat can be done:

The morning group gathering should not be too long: 10-15 minutes for small children; 10-20 minutes for older preschool children. At the beginning of the school year, a group gathering can be held for a few minutes, gradually increasing the time.

In early age groups, and also in situations where group gathering is just being introduced into daily practice, it is better to have several short group gatherings with small groups of children, starting with those who have shown interest and desire, than one long gathering with the whole group. This will give more attention to each child and give everyone the opportunity to speak. Under such conditions, there will be fewer distractions.

To determine the space for the children to sit during the collection, you can stick tape to the floor in the form of a circle. You can stick the tape not in a continuous strip, but in separate parts according to the number of children, and they will have less reason to quarrel over a place.

Some children prefer to sit on chairs arranged in a circle. The right to choose whether to sit on the floor or on chairs remains with the children.

It is best to hold a group gathering away from toys placed on the shelves and other places in the room where there are many distracting seductive objects.

One or two simple rules should be established to help children behave. Rules can be, for example, such: "We listen carefully to each other", "We speak in turn."

Group gathering time should not be used to teach children specific skills. This is a time to sing together, play, laugh, listen to a fairy tale, plan what individual children or the whole group will do today, discuss what interests children, distribute responsibilities for the day.

Start a group gathering with a fairly fun, but not violent, game that doesn't require a lot of attention, but encourages you to sit in your seat.

Be sure to include in the general circle of all those present in the group - the assistant teacher, guests. This will allow you to redistribute attention, take breaks, give children the opportunity to hear other people.

If children are distracted during common activities

Boredom is the most common cause of children getting distracted, chatting, and fighting among themselves. Therefore, do not forget that the group meeting should be short, dynamic and interesting. Children who usually always hurt and distract each other, plant away from each other. Start gathering without waiting for everyone to sit down and be silent. To get the children's attention, first raise your voice, but then, as soon as you notice that some of the children have calmed down and started to listen, speak calmly. At the very beginning, remind the children that they will have the opportunity to speak as soon as you finish speaking. To attract the attention of children, use non-verbal means - gestures. For example, a raised finger can be a signal for "attention". This will allow you not to interrupt the conversation once again. Always try to give children more opportunities to talk and move. Seek their active participation during the gathering.

If children find it difficult to sit still

For a variety of reasons, some children are unable to sit still for more than a few minutes. This creates problems both for the children themselves and for the other participants in common events: the former cannot concentrate on the topic of the gathering and distract the others with their behavior.

Tips for the educatorin this case the following:

Prepare for these children a quiet activity where some movement is required, such as puzzles or drawing materials on a table nearby, where the child would not distract other children. This is a manifestation of an individual approach to the child, the satisfaction of his urgent needs, but not encouragement or punishment.

If other children also want to do this non-core activity, explain to them that the one who is currently doing the other task got it because it is still difficult for him to sit quietly in one place, but that he will soon learn and be able to sit with everyone else. To those children who are sitting quietly, say that it is wonderful, that you are very happy that they work so well together with everyone, it is very polite and good towards others.

For some active children, it helps if they sit on the lap of an adult during the gathering.

Let the restless children begin to participate in a group gathering with other children, and then, when you see that their patience is at the limit, offer them a choice - to do something else or stay a little longer with everyone. The amount of time that such a child can stay with other children should be gradually increased if, of course, you are working on the root causes of the problem.

If, despite the fact that he received a separate task, the restless child continues to distract the attention of the whole group, another adult (the one who observes) should take him to another place - where the other children will not see and hear him, and give him the opportunity to continue his occupation in solitude. An adult should look after the child, but at the same time trying to pay as little attention to him as possible: after all, often the goal of children who misbehave is just to attract

him to yourself. Tell the child that he can return to the group as soon as he feels that he can safely work together with everyone. When the child returns and sits quietly for a few minutes, praise him heartily.

Little tricks

Every day brings many surprises to both children and adults, as lively and direct children know how to create difficulties. In addition, direct instructions on what can and cannot be done in relation to children are often ineffective. Therefore, educators often have to invent little tricks to make the overall event go well. If you need to seat the children, go around the children before the start of the group activity and stick a sticker with a serial number on their wrist.

This can be done earlier, when you just met the children in the morning. In this case, this action will cause a cheerful mood in the morning - everyone will walk around with bright stickers. When the time comes for seating, announce: today the one with the number 1 sits next to me on the left, and the one with the number 15 on the right. .). In order to settle in the general circle, the children will need to find their partner and sit next to each other.

Lay out the children's name pillows in advance. This will determine the seating pattern, but be prepared for some movement to follow. Warn the children in advance that today the condition for seating in a circle will be the alternation of a boy - a girl. You can come up with a lot of such ways, and yet do not forget that children gather at such events to be among friends. So, do not try to regulate and streamline everything, let them sit where they want.

During general events, many different materials are usually used - pictures, toys, items from activity centers. In order for children to make a decision about what they want to do, what they want to learn, additional questions will be required. Obviously, in each situation and for each age group, these questions will have their own characteristics. It is important not only to remember what questions to ask, but to be ready to “play with questions”. In this case, they turn into an exciting game "Question", and communication becomes informative and businesslike.

"Formation of relationships between children in a role-playing game"

The game is an independent activity of preschoolers. In the game, as in any creative collective activity, there is a clash of minds, characters, ideas. It is in this collision that the personality of the child is formed, the children's team is formed. In this case, the interaction of gaming and real relationships is usually observed. If the child is passionate about his idea, his role, play relationships win. If he is indifferent to the game, a different picture is observed: the role has little effect on his behavior, his relationship with his comrades. Only the game that captures the child, mobilizes his mind and will, awakens strong feelings, can subdue the plan of selfish impulses, bad habits.

The children's team in the game is formed gradually, under the influence of the work of the educator.

The formation of a game team depends on the content of the game, the richness of the idea, in turn, the very fact of the formation of the team has an impact on the development of game creativity. The ability to organize a game, to agree, to distribute roles is necessary in order to get an exciting game. Even with sufficient knowledge, rich impressions about the depicted idea, the idea is not realized if the children are not brought up with the moral qualities necessary for a collective creative game.

The organization of the children's team in the game is both a prerequisite for the success of the work, and one of its results. In order to maintain and develop the interests of children, their activity, independence, purposefulness, it is necessary to organize a children's team, and the well-formedness, the presence of the above qualities help to establish friendly relationships, acquire the skills of collective action. A high level of game creativity, rich content of games, a team united by common interests - all this is achieved thanks to the long-term thoughtful work of teachers.

There are two interrelated ways to form a children's team:

• through the game image;
• through the implementation of the norms of behavior adopted in the group.

On the one hand, the game manifests a culture of behavior brought up in children outside the game.

On the other hand, the fascinating content of children's games contributes to the development of friendly feelings, unites children. Such a unity of play and real relationships helps to create a moral orientation in children's behavior.

• From the first days of a child's stay in kindergarten, it is important to arrange him with a teacher, comrades, to facilitate the transition to new living conditions.
• There should be enough toys in the group room so that the child has the opportunity to choose the most attractive one for him.
• The educator needs to find out (with the help of observations) what each child likes to play, how each of the children relates to their peers, which of the children can play together.
• It is necessary to create conditions for individual games, as well as for "games side by side".

To this end, the teacher must play with the children himself.

The beginning of joint games does not mean that the child is friendly with his comrades. He has fun playing with them, but he does not care about them, but about his own pleasure. The task of the teacher is to awaken feelings of sympathy in the game.

• The work of a teacher in instilling friendly feelings in children should begin with the fact that he teaches children to treat the game of their comrades with care and respect. The child built a house, worked for a long time to make it beautiful.

The teacher should draw the attention of all children to the building, offer to carefully go around it so as not to accidentally hurt, shows an example.

• In the younger, middle groups, the unification of children is often hindered by the inability to understand the intention of a friend, the kids cannot always express their intentions in words. It is important to notice this in time, come to the rescue, prevent a quarrel.
• At an older age, talking with the child about his behavior, acting on his consciousness, the educator needs to cite as an example his favorite heroes, people whom the child imitates.
• It is necessary to jointly discuss the course of the game, learn to coordinate their actions with each other.
• Shy children require individual work. The child does not dare to take part in a collective game, although he wants to play, he resignedly gives way to the toy, silently, but bitterly experiencing resentment. It is especially difficult to understand a child whose shyness is masked by pranks, lethargy sometimes turns into excessive excitement. It may seem that insecure, timid children have little self-esteem, but this opinion is erroneous. On the contrary, shyness often stems from morbid pride. Hence the excessive touchiness and sometimes even aggressiveness. As the child gains faith in his own strength, he gets rid of these shortcomings.
• To help an inactive child to enter the children's team, the teacher must find him a suitable friend, choose a role in the collective game, help him perform it well and thereby win the recognition of his comrades. At first, such a child is offered an interesting but simple role that does not require organizational skills, for example, to become a postman or a cashier, but gradually such a child should be involved in more complex roles. The educator should try to support his initiative, approve him in every possible way, and increase his authority.
• In older groups, the educator, first of all, by his example teaches children various methods of organizing the game, helps in solving organizational problems.
• The most difficult thing for children is to learn to independently and fairly resolve controversial issues, to respect the opinion of a friend, to reckon with him, to show self-criticism. This can help conversations, conversations with children during the occurrence of such situations, while the teacher needs to be objective, observant, fair.

Availability of possible skills upon admission to kindergarten (age from 2 years 6 months to 3 years)

Self-care skills

• eats fairly neatly, knows how to chew food, uses a spoon and a cup (small supplementation is possible);
• tries to dress himself (without fastening): puts on underwear, socks, pants, shoes, a hat, etc.;
• independently washes and wipes hands and face, begins to use a handkerchief;
• asks to go to the toilet using words;
• recognizes his things;
• with the help of an adult, removes toys.

Individual characteristics

• uses the pronouns "I", "MY" in speech;
• understands the words “no”, “must” sometimes performs;
• loves to read books;
• looks at pictures, can designate an object, an action with a word;
• likes to listen to music;
• loves to draw the way he can.

" Development of communication

• depicts the behavior of an adult;
• “acts out” familiar actions on a doll, a bear: feeds, puts to sleep, etc .;
• likes to play near other children, sometimes tries to make contact;
• at the request of an adult, he can provide assistance: give a towel, bring a spoon.

Speech development

• understands the speech addressed to him;
• repeats sentences of 3-4 words after an adult;
• independently builds sentences of 3-4 words (an illiterate construction of a phrase is acceptable);

• can answer the questions: "Where?", "Where?".

sensory development

• selects objects of the corresponding color to the sample of each of the primary colors (red, yellow, blue, green);
• orients in contrasting forms of objects (ball, cube, brick, roof, etc.)

productive activity

• independently makes buildings (house, sofa ..);
• can draw a closed line (ball, ball);
• trying to mold buns and cakes from dough.

Age features of children

3 to 4 years

The leading need is in communication, in respect; in recognizing the autonomy of the child.

The leading activity is gaming.

The transition from a manipulative game to a role-playing game.

The leading function is perception.

Age features:

1. Crisis 3 years. Formation of the "I system".
2. The development of imagination through the development of the function of replacing one object with another.
3. The emergence of the semantic structure of consciousness.
4. The child achieves a new status, as a result of which he shows stubbornness and negativism.
5. Development happens through communication. With an adult, communication becomes extra-situational and cognitive.
6. Holds attention for 7-8 minutes.
7. Can perform mental operations: analysis, synthesis, comparison, generalization.
8. With a new activity, a step-by-step explanation is needed (do as I do).

Goals and objectives for adults:

1. To help learn different ways of interacting with adults and peers in the game and in everyday communication.
2. To promote the manifestation of all types of activity of the child.
3. To form the first "moral emotions": good-bad.
4. Develop the ability to follow the rules.
5. To form the ability to empathize, sympathize. Build emotional responsiveness.
6. Contribute to the formation of a positive self-esteem of the child in the process of communicating with an adult.

Neoplasms:

1. The assimilation of primary moral norms.
2. Self-esteem.
3. The emergence of partnerships.

4 to 5 years

The leading need is cognitive activity; need for communication.

The leading function is visual-figurative thinking.

Age features:

1. Speech begins to perform a controlling function.
2. Volitional manifestations become more complicated (the ability to subordinate one's behavior to the rules in the game).
3. Increased cognitive activity.
4. The situational-business form of communication with a peer continues to be preserved.
5. Interest in the other child as a reflection of himself. More often he sees negative traits in others. There is a reflection of their actions through the reaction of another child.
6. The complexity of the role-playing game.
7. The emergence of awareness of one's own actions.

Goals and objectives for adults:

1. Create conditions for the development of creative imagination.
2. Continue to form the ability to subordinate their actions to the rules, complicating the activity by increasing the number of rules.
3. Create conditions for the manifestation of cognitive activity.
4. Encourage emotional responsiveness.
5. To create conditions for the transition of children from complicity to cooperation in various activities.

Neoplasms:

1. Controlling function of speech.
2. The emergence of elements of creative imagination in the role-playing game.
3. The appearance of elements of randomness.
4. The emergence of an extra-situational-personal form of communication with an adult.

5 to 6 years old

The leading need is the need for communication; creative activity.

The leading activity is a role-playing game.

Age features:

1. Manifestation of elements of arbitrariness of all mental processes.
2. Communication with an adult is extra-situational and personal.
3. In communication with a peer, there is a transition from a situational-business form to an out-of-situation-business form.
4. The manifestation of creative activity in all activities. Fantasy development.
5. Gender identification.

Goals and objectives for adults:

1. To form elements of the arbitrariness of mental processes in children in all types of activities.
2. Support and create conditions for the development of the creative potential of the child.
3. Encourage the development of empathy.
4. Encourage children to show initiative and independent thinking in all activities.
5. Organize joint activities in order to develop elements of cooperation.
6. Teach children how to plan for future activities. Use imagination as a prerequisite for the development of an internal plan of action in children and exercise external control through speech.

Neoplasms:

1. Anticipation of the result of activity.
2. Active planning function of speech.
3. Extra-situational-business form of communication with a peer.

6 to 7 years old

The leading need is communication.

The leading activity is a role-playing game.

The leading function is imagination.

Age features:

1. The manifestation of the arbitrariness of all mental processes. But educational activities of the school type have not been formed.
2. Transition to primary school age.
3. The manifestation of the crisis 7 years (whims, clowning, demonstrative behavior).
4. Increased sensitivity.
5. Complete trust in an adult, acceptance of an adult's point of view. Attitude to an adult as the only source of reliable knowledge.
6. Visual-figurative thinking continues to be the leader.

Goals and objectives for adults:

1. Contribute to the formation of educational and cognitive motive.
2. Contribute to the development of thinking.
3. To form the arbitrariness of all mental processes.
4. Contribute to the retention of the internal position of the student.
5. Contribute to the formation of communication skills of cooperation in communicating with peers.
6. Contribute to the formation of self-awareness and adequate self-esteem.
7. Contribute to the formation of an internal plan of action through the internalization of the activity structure.
8. Continue to form ethical ideas.

Neoplasms:

1. internal plan of action.
2. The arbitrariness of all mental processes.
3. The emergence of subordination of motives.
4. Self-awareness. Generalized and extra-situational attitude towards oneself.
5. The emergence of the first integral picture of the world.
6. The emergence of educational and cognitive motive.

PRINCIPLES OF INTERACTION WITH PARENTS:

• Friendly communication style between teachers and parents

A positive attitude towards communication is the very solid foundation on which all the work of the teachers of the group with parents is built. In the communication of the educator with the parents, categorical, demanding tone is inappropriate. After all, any model of interaction with the family, perfectly built by the kindergarten administration, will remain a “model on paper” if the teacher does not work out for himself specific forms of correct treatment of parents. The teacher communicates with parents every day, and it depends on him what the attitude of the family to the kindergarten as a whole will be. The daily friendly interaction of teachers with parents means much more than a separate well-conducted event.

• Individual approach

It is necessary not only in working with children, but also in working with parents. The teacher, communicating with parents, should feel the situation, the mood of mom or dad. This is where the human and pedagogical ability of the educator to calm the parent, sympathize and think together how to help the child in a given situation will come in handy.

• Collaboration, not mentoring

Modern moms and dads are mostly literate, knowledgeable people and, of course, well aware of how they should raise their own children. Therefore, the position of instruction and simple propaganda of pedagogical knowledge today is unlikely to bring positive results. It will be much more effective to create an atmosphere of mutual assistance and support for the family in difficult pedagogical situations, to demonstrate the interest of the kindergarten team to understand family problems and a sincere desire to help.

• Getting ready seriously

Any, even the smallest event to work with parents must be carefully and seriously prepared. The main thing in this work is the quality, not the quantity of individual, unrelated events. A weak, poorly prepared parent-teacher meeting or seminar can negatively affect the positive image of the institution as a whole.

• Dynamism

Kindergarten today should be in the mode of development, not functioning, be a mobile system, quickly respond to changes in the social composition of parents, their educational needs and educational needs. Depending on this, the forms and directions of the work of the kindergarten with the family should change.

DEAR TEACHERS, REMEMBER:

1. Don't make judgments.The educator needs to avoid judgments like “You devote too little time to raising your son (daughter)”, since these phrases (even if they are absolutely fair) most often give rise to protest on the part of parents.
2. Don't teach. Don't suggest solutions. You can’t impose your own point of view on the interlocutor and “teach the life” of parents, since the phrases “If I were you, I would ...” and the like infringe on the interlocutor’s pride and do not contribute to the communication process.
3. Don't "diagnose".It must be remembered that all phrases of the teacher must be correct. Categorical statements - “Your child does not know how to behave”, “You need to contact a psychologist about deviations in the behavior of your son (daughter)” always alert parents and set them against you.
4. Don't ask. Parents should not be asked questions that are not related to the pedagogical process, as excessive curiosity destroys mutual understanding between the family and the kindergarten.
5. Don't divulge the "secret".The educator is obliged to keep secret information about the family entrusted to him by the parents, if they do not want this information to become public.
6. Don't provoke conflict.The educator will avoid conflict situations in communication with parents if he follows all the above rules of communication with parents.

DEVELOPMENT OF SELF-ASSESSMENT OF CHILDREN DEPENDING ON THE FEATURES OF EDUCATION (according to M.I. Lisina)

How to find an approach to a "protesting" child

Does a young child have a crisis? How does it manifest itself?

1. The fact that a child, starting from the age of 2, wants to do everything himself. It was at this time that the personal level of development was formed and the first I appeared in the child's speech. And with it the first conscious "I Myself". The kid categorically refuses to accept someone's help: he eats himself, dresses himself, brushes his teeth himself. And parents should be prepared for this. The independence of the child should always be welcomed, except for episodes when it may affect issues of preserving life and health. It is necessary to introduce the concepts of "dangerous" and "safe". Everything that does not threaten the health and life of the child, you can safely entrust him to do it himself. But sometimes he insists on the impossible. For example, he picks up a kitchen knife, seeing how you work with it every day. You can say, "I know you can handle a knife, but I'm worried because I love your hands so much - let's do it together." Thus, you will explain to the child the reason for your anxiety and allow you to do what you want.
2. Hysteria, violent manifestation of negative emotions. The most common situation at this age is hysteria. Reasons can be completely different and seemingly unfounded. It is difficult to deal with such an argument as tears, especially if the child falls to the floor in the store and urgently demands to buy him useless "sweets", another one hundred and first doll or car. It is important to understand that this is temporary! Our babies often arrange such concerts in crowded places and mom needs to know how to act correctly.

The main thing is to calm down! If you approach such an educational moment emotionally, consider that you have lost, and the next time the tantrum will be even louder. The child tests you for strength, and you complex what others will say. Remember that this is your relationship with the child and strangers have nothing to do with it. In this case, you need to get down to the level of the baby’s eyes and calmly say something that the baby does not expect in any way: “Baby, when you yell like that, a million loud whistles whistle in my ears!” or "During such a cry, all the elephants flew off the roof of the store." This will switch the child's attention from hysteria to the subject of interest to him, and the conflict will be settled!

1. Picky. At this age, many babies become very picky. For example, in the choice of clothes. It is completely useless to persuade a capricious two-year-old to change her dress for trousers. The cold snap is not an argument for her. Out of principle and out of a desire to prove to her mother her "adulthood" and independence, she will stand her ground to the end. Go to the trick - let her put on her favorite thing, and warm the child on top with a blouse.

In addition, at this age, children often turn into reverse babies. They can speak in black and white, which is dark during the day ... and if you try to convince him, show some kind of emotion - this behavior is fixed. The kid now knows where your “button” is and will press it (manipulate you). To prevent this from happening, play the game "on the contrary" with him - say "in no case do not change your shoes", "in no case do not my hands" (of course, we warn the child that this is a game).

Negativism. If you hear a short “NO” to all your sentences, know that a small independent personality is already maturing in the child. This is a variant of the "I myself" already known to us. Of course, it is very difficult to cope with all these "nos", there is a great temptation to suppress them, to insist on your own. But a depressed child becomes either too obedient or a rebel. If you want your child to grow up as a harmonious personality, it is at this age that you will have to learn to negotiate. If in your opinion the child is behaving incorrectly, in no case do not tell the child that he is behaving badly or raising his voice. It will be better if you say: "I unpleasant, when you talk to me like that." When we talk about our feelings, we ourselves calm down, and give the child a new model of behavior.

1. Stubbornness. He does not need a neighbor's ball for nothing, especially since he has the same one.

But he will demand this ball from morning until late evening. The kid insists on something, not because he just wants to, but because he has already said and does not want to give up his words. And now there is nowhere to retreat, because his opinion must be taken into account. But do not be offended and do not be angry with him. A better balance of affection and rigor. After all, it was you who taught him that any of his desires is like an order. And he does not understand that he has grown up for you, and you have changed the system of requirements.

A good example of this behavior of the baby will be his refusal to eat, which many mothers of 2-year-olds struggle with. If you call him yourself, then the child may resist. Try to turn into a Good Fairy: touch the baby with a magic wand (felt-tip pen, pencil, ladle), and turn him into a "Glutton". He will not be able to refuse a new role with pleasure to eat. In addition, a young child can be easily distracted. If he is really upset, it is enough for an adult to show him his favorite or new toy, offer him to play his favorite game after eating - and the child, whose one desire is easily replaced by another, instantly switches, obediently opens his mouth, and then enjoys doing a new thing.

1. Depreciation. For a child, his favorite toys, stereotypes of behavior are depreciated, often, by the way, imposed by diligent grandparents. All these are attempts to show that he already has his own choice. He can throw away all the purchased toys, categorically refuse his favorite clothes. Support his "adulthood": call him on the phone, ask for advice, make "adult" gifts (ballpoint pen, umbrella, trouser belt or a set of children's cosmetics for a little princess).
2. Fears. When a child turns 6-7 years old, all kinds of fears become aggravated: death, darkness, loneliness, etc. These are all manifestations of intrauterine and birth psychological trauma. The child is not afraid of death itself, but of being "out there" without you. Do not ignore the fears of the child, tell him about the soul, about its immortality and that in God's kingdom you will definitely be together.

Hide-and-seek games are very helpful. Fearful kids often choose this game: hiding, they are looking for a new "cocoon", "womb". This happens at the subconscious level.

Look for your baby, and when you find it, express your love and joy to him that you are together again.

1. mannerisms. The child is no longer a preschooler, but not yet a schoolboy. Suddenly, naivete and immediacy disappear. He begins to behave, to be capricious, to walk differently from how he used to walk. Something deliberate, absurd and artificial appears in the behavior, some kind of fidgeting and clowning. Such a child asserts himself in a new role, reacting aggressively to others and guardianship on their part.
2. React calmly to such transformations, even if you do not like them. Do not try to "break" the child, but simply tell that you liked him much more the way he was before. Play this situation with him, because the maximum educational effect can only be achieved in the game. "Look" about the apartment of your "former" son, listing what positive qualities he possessed.

If a child bites

Causes: it happens when a child

• is in a state of excessive excitement, fatigue, or discomfort (for example, he is hot or hungry);
• protects his toy or protects his (in his opinion) territory;
• wants to get something and does not know how to do it differently;
• still does not know how to sympathize with other people;
• trying to attract attention to himself, which he lacks;
• too severely (physically) punished by parents.

Children usually break the habit of biting at the age of three or four, when their speech improves and they can normally communicate with others with words.

How to stop biting

• Never laugh if someone is biting or bitten.
• Do not bite your child as a joke. He will not understand the difference between your gentle bites and his own.
• Teach your child another way to get what he wants, such as politely asking with words or with your hand.
• Teach your child how to share. For example, share cookies with him. Praise if the child is sharing with someone.
• Teach your child to play with a toy in turns with other children or together. Praise if he does it in front of you.
• Teach him to affectionate actions during the game. For example, show him how to hug a bear, pet a kitten, love a doll. Praise if the child plays peacefully
• Do not disregard if a child beats toys, beats cars, throws dolls, tirelessly explain that the toy hurts, it should be pitied.

Adults need to observe in which cases the child begins to bite, and, if possible, to anticipate and prevent painful and conflict situations.

Keep an eye out for children who are prone to biting and fighting while playing.

If you see a baby approaching another baby with the clear intention of biting, place your hand over their mouth as quickly as possible, thereby creating a physical barrier and preventing the bite. At the same time, it must be said, resolutely and strictly, that "you can't bite!"

If the bite happened

• Look the biter in the eyes and say in a stern, unfriendly voice: "Don't you dare bite, it hurts." Do not use long complex explanations - the child may not understand them.
• Pay close attention to the bitten child. Calm him down. Give me a drink. Carefully examine the bite site. If necessary, disinfect the bite site with an antiseptic. You can apply a cold compress or bandage.
• Then return to the biter again. Strictly say with your hand to his mouth that you can not bite people. "Add," if you want to bite, you can bite a rubber toy, a ring, a pillow, etc. "and put one of the indicated objects in his hand. Say" this toy does not hurt, but Katenka is in a lot of pain, she is crying.

You can ask an older child why he bit: "Did you want to play with a red ball? You had to ask Katya to wait until she finished playing. Or would you contact me, I would help you"

• Of course, one should not punish the child physically. After all, by punishing, you will demonstrate negative patterns of behavior to him.
• But you can isolate the biter from children for a while. For example, say: "Biting hurts; it's very bad when you hurt someone. Now we have to sit on a chair and think about why you can't bite."

Biting is an atavism, an inborn reaction common to all children. Therefore, parents and educators will need time, attention and great patience for the child to outlive what is inherent in him by nature.

Ways to calm an angry child:

If a child rushes around the apartment without stopping, screams in a voice that is not his own, rolls on the floor, makes chaotic movements with his arms and legs and does not hear at all what you are saying to him - catch him, hug him and offer him to play in a quiet voice.

1. Agree with the baby that as soon as you press his nose, he will immediately “turn off”. You can expand on this idea by drawing a remote control (or use an unwanted TV remote). Press the button on the remote control and say: “reduce the volume (turn off the sound, turn on the slowdown)”. Let the child follow the commands.

2. Invite the child to imagine that he is a tiger on the hunt. He must sit motionless in ambush for a long time, and then jump and catch someone. Or, together with your child, catch imaginary butterflies, which you need to slowly and very quietly sneak up on. Under some kind of game pretense, hide together under the covers and sit quietly there.

3. Have your child pretend to be a whale. Let him take a deep breath and dive into the depths. A whale can be given instructions to swim to different continents or look for something at the bottom.

4. Ask the child to close his eyes and sit still, waiting for a certain signal. For example, when the bell rings for the third time. Or ask the child to do something with their eyes closed (put the car on the windowsill, collect cubes from the floor).

5. Ask the child to perform a complex movement that requires concentration (run a finger along the drawn labyrinth, drive the car by the rope between the skittles). For performance, promise a prize.

6. Take a napkin (or a piece of wood) and toss it up. Tell your child that while the napkin falls, you need to laugh as loudly as possible. But as soon as it falls, you should immediately shut up. Play along with your child.

7. It is better to teach the child even as a crumb that when you spread your arms, he will run into your arms, hug him tightly and hold the hug for a few seconds.

8. Sew a palm-sized bag and pour 3-4 tablespoons of sand or cereal into it. Invite your child to run, jump and misbehave while holding this bag on his head. Promise him something pleasant (to treat him with something, play or read) if the bag does not fall until the timer rings (depending on age, the time period is 1-5 minutes).

9. Block the road or grab a child running around the apartment. In order to pass (free himself), he must answer a question that requires concentration (For example, name a sea animal, count the number of windows in an apartment, or come up with five words starting with the letter “A”).

How to work with hyperactive children:

Show enough firmness and consistency in education;

Avoid, on the one hand, excessive softness, and on the other, excessive demands on the child;

Repeat your request with the same words many times;

Listen to what the child has to say;

Use visual stimulation to reinforce verbal instructions.

Give your child enough attention;

Don't argue in front of your child.

Set a solid daily routine for the child and all family members, teach the child to clearly plan his activities;

Show your child more often how best to complete the task without being distracted;

Reduce the influence of distractions during the child's task;

Protect hyperactive children from prolonged use of the computer and watching television;

Avoid large crowds as much as possible; during play, limit the child to only one partner. Avoid restless, noisy buddies.

Remember that overwork contributes to a decrease in self-control and an increase in hyperactivity, when a child is tired, do not insist on an urgent task, give him the opportunity to rest;

Come up with a flexible system of rewards for a job well done and punishments for bad behavior. You can use a point or sign system, keep a diary of self-control;

Do not resort to physical punishment! If there is a need to resort to punishment, then it is advisable to use quiet sitting in a certain place after the act;

Praise your child often. The threshold of sensitivity to negative stimuli is very low, so hyperactive children do not perceive reprimands and punishments, but are sensitive to rewards;

Make a list of the child's responsibilities and hang it on the wall, sign an agreement for certain types of work; gradually expand the responsibilities, having previously discussed them with the child;

Do not give your child assignments that do not correspond to his level of development, age and abilities;

Help the child to start the task, as this is the most difficult stage;

Do not give multiple directions at the same time. The task that is given to a child with impaired attention should not have a complex structure and consist of several links;

Verbal means of persuasion, appeals, conversations rarely turn out to be effective, since a hyperactive child is not yet ready for this form of work, the most effective means of persuasion “through the body” will be: deprivation of pleasure, treats, privileges, a ban on pleasant activities, telephone conversations; reception of "off time" (isolation, corner, penalty box, house arrest, early departure to bed); holding, or simply holding in an "iron embrace"; extraordinary duty in the kitchen, etc.

Give the child only one task for a certain period of time so that he can complete it;

Reward your child for all activities that require concentration (e.g. building blocks, coloring, reading)

Give your child the opportunity to expend excess energy. Useful daily physical activity in the fresh air - long walks, running, sports activities.

Try not to give the child additional mental stress, in primary school it is not recommended to visit art, music schools, various circles, it is recommended, on the contrary, to visit sports sections, especially for children with ADHD, gymnastics and swimming are useful.

Talk to your hyperactive child about their problems and teach them how to deal with them.

Keep in mind that the hyperactivity inherent in children with Attention Deficit Disorder, although inevitable, can be kept under reasonable control with the help of these measures.

A characteristic for a kindergarten teacher from the head is compiled in several main cases: when the teacher passes certification, assigning a category, for rewarding. About the principles of drawing up the document - further.

Characteristics for a kindergarten teacher from the head: structure

The preparation of such documents is a common thing for employees of the educational sphere. Personnel employees, psychologists and managers - those who usually write about the kindergarten and the quality of work with children in it can be judged by the level of qualification of its employees. But this is not all the information that the characteristic reveals. In general, the plan for its preparation can be represented as follows:

• general information about the teacher;
• education, work;
• functions and quality of their performance at the current place of work;
• qualification and its confirmation with concrete examples;
• personal characteristics of the teacher.

Qualification Description

A characteristic for a kindergarten teacher from the head, the writing sample of which is convenient to store to facilitate further work, includes the main part - a description of the person's qualifications. This is covered by the following points:

• specialized education;
• courses, trainings, sections for advanced training;
• work experience;
• main job responsibilities and the quality of their performance;
• attitude to scientific work and exchange of experience;
• self-education;
• the main methods and techniques implemented in the work, the use of methodological material;
• participation in competitions, seminars.

General information and the personality of the teacher in the characteristic

The characteristic for a kindergarten teacher from the head includes an equally important part - personal data. This is the date of birth (possibly place of residence), information about the family, other life circumstances that are important for a more complete description of the personality of the teacher.

A characteristic for a kindergarten teacher from the head can tell about the teacher's potential not only on the basis of merits and achievements, but also on his personality traits, which are reflected in the quality of work. This:

• initiative;
• responsibility;
• conscientiousness;
• creativity;
• desire to self-develop;
• competence;
• sociability;
• stress resistance;
• possession of special skills.

To a greater extent, this concerns young people, whose short work experience does not yet allow us to talk about specific achievements.

An example of a characteristic for a kindergarten teacher from the head

... (full name), born in 1991 - teacher of the senior group No. 2 ... (name of preschool educational institution). She has been working in this preschool educational institution since 2013 after graduating from ... (name of the university) with a degree in Preschool Education.

During her career... she showed a high level of academic training, the ability to apply the techniques of working with children in practice, initiative and responsibility.

... is a pedagogically competent employee, which allows her to successfully implement modern requirements for organizing the process of children's development. The main goal in the upbringing of the younger generation is the development of independence, initiative and creative potential of pupils.

An indicator of the successful activity of a teacher is the mastery of program material by children, adaptability, developed independence and readiness to enter secondary educational institutions. Pupils participate in creative competitions of the district level, were awarded diplomas for 1st and 2nd place.

... tests innovative methods for the development of children in its activities: psychological developmental, interactive games, relaxation techniques and art therapy. In 2015... she began her studies at the university in the specialty of psychology.

During the work, the pupils of the teacher were twice marked as the best group.

The teacher has established a close relationship with the parents. They regularly hold meetings on child development issues.

... is distinguished by a sensitive character, tact, attentiveness. Shows genuine love and care for children.

The characteristic is compiled according to the place of requirement.

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