How many sight words should a kindergarten know
Sight Words FAQs | Sight Words: Teach Your Child to Read
Sight Words FAQs | Sight Words: Teach Your Child to Read Q: How many words should I teach per day? A: There is no set answer to the number of words to teach a child each day. Factors such as the child’s age, motivation, memory skills, and whether the child is learning a specific list for a school assignment affect this decision. But remember: it is much better for a child to have solid knowledge of 50 words than to kind of know 300 words. It is not enough for children to kind of know their sight words. They need to be able to recognize them instantly and accurately in order to build reading fluency and comprehension of written material they will read in books.It is much better for a child to have solid knowledge of 50 words than to kind of know 300 words.We recommend that you start by thoroughly teaching your child three to five words in a lesson.
Please see our corrections procedure for instructions on how to correct mistakes in a positive, constructive way. It only takes a few seconds, so it won’t disrupt the flow of your lesson or game. Q: What does it mean to “master” a sight word? A: A child should recognize the presented target word three times in a row for three days in a row. The child should be able to identify and say the word quickly, showing that they know the word by sight and do not have to sound it out letter-by-letter. Q: My child is doing a great job with these activities! How much praise should I give her after each correct answer? A: Actually, very little. Gushing praise (“You are so smart,” a high five, “That’s wonderful!”) can be a major distraction to a young child with a short attention span. By the time you’ve finished praising her, she may have totally forgotten what she learned! Stick to a simple affirmation of a right answer (“Correct” or “That’s right”), and then continue with the activity.
Similarly, if the child gives a wrong answer, point out the mistake and the correct answer in a simple, direct manner. You’re not being mean, you’re just staying focused! Q: What’s the best way to keep track of which sight words my child has mastered and which ones are still being studied? A simple way to organize the child’s sight words that have been mastered or on which the child is presently working is to use a 5″x8″ card file box with A-Z file dividers. Place a card marked CURRENT WORDS in the front of the box, and place another card marked MASTERED WORDS that will separate current words from mastered words. Then file mastered words alphabetically behind the A-Z file cards. The words currently being learned are best filed in random (non-alphabetical) order. Q: My child enjoys the games a lot more than the lessons, so I’m tempted to just do the games. Is that okay?
A: No. Our sight words games are excellent tools for reinforcing the knowledge your child has acquired from the lessons, but they are not a replacement for the sight words lessons.
If a child gets bored or distracted easily, consider shortening the lessons (by covering fewer words), but do not eliminate them! Q: Why are sight words sometimes called “service words”? A: Sight words actually service the reader by improving the child’s fluent, smooth reading of connected text in phrases, sentences, and paragraphs. Research has strongly shown that fluency in reading is a vital prerequisite for good reading comprehension. If the process of reading print is too slow and laborious, the reader’s comprehension of printed material will be seriously impeded. Q: When is it developmentally appropriate to teach sight words? At what age are children ready to learn sight words? A: Children’s language skills develop at different rates, so we can’t give you hard-and-fast age rules. Most children will be able to master a few sight words in Pre-K (four years old). You can teach sight words earlier if your child is receptive to the material. But if your 2- or 3-year-old is uninterested and has difficulty retaining the words, then it’s probably too early, and you should wait a few months before trying again.
A good goal, according to child literacy expert Timothy Shanahan, is that children should master 20 sight words by the end of Kindergarten and 100 sight words by the end of First Grade. Q: Should I be teaching my child sight words instead of phonics? A: No! Sight words are a supplement to phonics instruction, not a substitute! Phonics teaches your child the rules for decoding and reading most words. Sight words instruction is a strategy of focusing extra attention on the words that occur most frequently, so that your child doesn’t have to stop and decode every single word. Leave a Reply
Sight Words for Kindergarten & Kids
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September 17, 2020
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3 mins
No matter whether kindergarten children will be learning in person, online, or a hybrid of the two, parents and teachers are still focused on ensuring their emerging readers develop a love for reading while learning to read effectively and efficiently.
One critical skill that children need in order to build solid foundational reading skills is sight word recognition.
What Are Sight Words?
When we teach children to read, we are basically helping them to crack a code. Children learn to hear and say the sounds of the alphabet and then how to blend those sounds to make words. These sounds usually follow basic spelling rules or phonetic principles, but there are some words that did not follow rules. These words are called sight words.
Most sight words cannot be decoded or sounded out, and they are also difficult to represent with a picture. As a result, children must learn to recognize these words automatically, or at first sight. Children who are able to quickly and instantly recognize sight words are more likely to become more fluent readers who read at a good speed because they are not stopping to try to decode every word. When children recognize sight words within three seconds, they are also more likely to comprehend what they are reading.
Children who are able to instantly recognize sight words are more likely to be confident readers because over 50-70 percent of the general English text is made up of sight words.
There are several sight word lists for emerging readers. One list is called the Dolch Word List, created by E.W. Dolch in 1936. The list contains 220 of the most commonly used words that should be recognized by first sight. The list is divided by grade level from Pre-K through third grade, but many educators believe that these words should be mastered by first grade. In addition to the 220 sight words, the Dolch Word List also includes 95 high-frequency nouns. In the 1950’s, Dr. Edward Fry expanded the Dolch Word List to include 1,000 commonly used words in the English language. Fry updated the Fry Sight Word List in 1980, which is comprised of the most commonly used words in books, newspapers, and other publications. Like the Dolch Word list, the Fry Sight Word List is made up of both sight words and high-frequency words and is divided by grade level.
Teachers will generally pull from one or both of these lists to create the sight words that children should learn. It is important for parents to keep in mind that children are expected to be able to instantly recognize sight words they have learned previously.
Examples of Sight Words for Kids
Here is a list of sight words and high-frequency words for Pre-K, kindergarten, and first grade that have been taken from both the Dolch Word and Fry Sight Word Lists.
| Grade | Sight Words |
| Pre-K (40 words) | a, and, away, big, blue, can, come, down, find, for, funny, go, help, here, I, in, is, it, jump, little, look, make, me, my, not, one, play, red, run, said, see, the, three, to, two, up, we, where, yellow, you |
| Kindergarten (100 words) | about, all, am, an, are, as, at, ate, be, been, black, brown, but, by, call, came, could, day, did, do, each, eat, first, four, from, get, good, had, has, have, he, her, him, his, how, if, into, like, long, made, many, may, more, must, new, no, now, number, of, oil, on, or, other, our, out, part, people, please, pretty, ran, ride, saw, say, she, sit, so, some, soon, than, that, their, them, then, there, these, they, this, time, to, under, use, want, was, water, way, well, went, were, what, when, which, white, who, will, with, word, would, write, yes, your |
| 1st Grade (100 words) | add, after, again, air, also, America, animal, another, answer, any, around, ask, back, because, before, boy, change, different, does, end, even, every, fly, follow, food, form, found, give, going, great, hand, high, home, house, just, kind, know, land, large, learn, let, letter, line, live, man, mean, men, most, mother, move, much, must, name, need, near, off, old, only, once, open, over, page, picture, place, point, put, read, right, round, same, say, sentence, set, should, show, small, sound, spell, still, stop, study, such, take, tell, thank, things, think, through, too, try, turn, us, very, walk, want, well, why, work, world, year |
Site Words FAQs
Q: What is the difference between sight words and high-frequency words?
A: While both sight words and high-frequency words are important, they are not the same.
Sight words are words that cannot be decoded, so knowing spelling rules or phonics will not help a child sound out the word. High-frequency words are commonly used words that students need to know. Some high-frequency words are decodable using spelling and phonics rules, and some are not. As a result, it is important to help students recognize both sight word and high-frequency words by sight, so that they can recognize them automatically. As you begin to introduce spelling rules, phonics and syllabication to Kindergarten children, be sure to highlight high-frequency words they have memorized that fit a given rule. Regardless of whether the word is a sight word or high-frequency words, they both must be taught explicitly and systemically so that children will know them automatically.
Q: When should sight words be taught?
A: While most Pre-K children are able to master some sight words, it is important to remember that children learn language skills at different rates. They also have different interest levels when it comes to learning words.
Some children are eager and ready to learn while others may not be. As a result, there is no specific age to begin teaching sight words. So try some fun sight word activities with your two- or three-year old children, but do not push if they are not interested. Let your child’s developmental readiness and interest level guide you.
Q: How many sight words should kindergarteners learn?
A: There are varying opinions as to how many words children should learn. Some literacy experts like Tim Shanahan believe that kindergarteners should master 20 sight words by the end of kindergarten. The Dolch word list has 40 words listed for Pre-K students and some school districts require that kindergarteners learn 100 sight words by the end of the school year. Consider your children’s progress and interest levels as well as your school district’s expectation to help decide on the appropriate number of sight words for your children.
Q: What order should I teach sight words?
A: There is no one set prescribed order to teach sight words.
Some teachers and parents teach the sight words from the Dolch or Fry lists in alphabetical order. Others use the lists and create their own order. Consider using the Frequency Fry List that has words ranked by the frequency of use for reading and writing. To help children learn sight words and get them to stick, create your own lists to teach students the words not only in isolation, but also in context. For example, if you decide to read a specific book, teach the sight words from the book you are reading. This gives children practice reading the word in isolation and also helps them to see how the word is used in language.
Q: How many sight words can be taught in a day?
A: Before determining a set number of sight words to teach, it is important to focus on the number of words that children are actually learning. It is important to consider the quality of their learning, not the quantity. Make certain that children can recognize sight words instantly and accurately before rushing to complete a certain number of words.
Before starting, be sure to consider the child’s age, motivation and memory skills. Keep in mind that a child who can instantly and accurately name 50 sight words is building a more solid reading foundation versus a child who “kind of knows” 100 words.
Start by introducing children to three to five new words during a given lesson. During the next day’s lesson, review the previously introduced words. If children remember all of the words, consider introducing three to five new words. If children do not remember the previous words, review the previously introduced words and wait to introduce new words. Also, consider reducing the number of words you introduce in each lesson to one or two words if children are struggling or feel overwhelmed.
Learning Without Tears Knows Sight Words!
There are lots of fun, engaging strategies to teach children sight words. Before you begin teaching sight words, make certain you have broken down the word lists into manageable and differentiated lists for your students.
Secondly, no matter whether you are teaching your children in person or virtually, it is important to devote at least 15-20 minutes a day to teaching sight words. Lastly, make learning sight words is a fun and interactive activity. Below are 10 engaging sight words activities to do with your children.
Sight Word Concentration – On index cards, write the same sight words on two separate cards. Make two piles – one with the word and the other with the matching word. Mix the two piles and place them face down. Have children take turns to find the matching cards. Consider having children write down the words that they found. Use Learning Without Tears’ A+ Worksheet Maker to create worksheets where they can copy the words.
Build-A-Sight Word – Children love building words with manipulatives like magnetic alphabet letters. Learning Without Tears’ Magnetic Lowercase & Blackboard Set contains magnetic lowercase letters and a magnetic blackboard with double lines so that children can build and write sight words.
Children can also build sight words using Learning Without Tears’ free Make Your Own Letter Cards.
Sight Word Bingo – Create individual bingo cards using sight words that you have introduced. You can also give students a blank board and have them write the words in the boxes from a list you provide. Be sure to have the words written on index cards and pull them out of a container to call the sight words. Students should place a marker on the word when it is called. Students must yell "Sight Word Bingo!" when they have covered a vertical, horizontal, or diagonal row.
Stamp Out Sight Words – Using alphabet cookie cutters, have students stamp out letters using dough, then have children build sight words. Model for students first, then have them do it with you. After guiding them, have them try to build it independently. This fun activity is also great for building fine motor skills.
Sentences with Sight Words – Learning Without Tears’ Sentence School is a great way to help students learn sight words and write sentences.
Students will love the engaging, hands-on lessons, and the guide is a great resource for teachers and parents alike.
Sight Word Detective – Show children a sight word with a missing letter. Have children act as detectives to find the missing letter. You can play as a whole class, in teams, or individually. To make it more challenging, remove more than one letter. Also consider using the word with the missing letter in a sentence to help children practice context clues. You can write letters on a white board or use magnetic letters.
Sight Word Scramble – Using magnetic letters or letter cards, mix up the letters of the sight word and have children unscramble the words to reveal the correct spelling of the sight word. You can involve more children by giving each child a letter and have them spell out a sight word.
Sight Word Sing-a-Long – Music is a great teaching tool for children and adults. Learning Without Tears has lots of fun, engaging, and catchy songs to help students learn sight words.
Consider displaying the lyrics from Learning Without Tears’ Rock, Rap, and Learn CD on a white board and have children circle all of the sight words. Lyrics to all songs are located on Learning Without Tears’ Handwriting Interactive Teaching Tool.
Read and Write Engaging Stories – Children feel more confident and excited when they begin to recognize words in a book. When reading to children, help them to identify sight words. Learning Without Tears’ MatMan Book series contains lots of sight words. Give sight word readers to children to begin reading on their own. After reading a story, write the sight words that they see and have children copy them. Also, encourage your students to create a funny story by writing down a sentence from each child. Circle all of the sight words they use.
Hand Activity Sight Words – To help children recognize sight words automatically and make them stick, teach them the attributes of the words using Learning Without Tears’ Hand Activity Method.
Some lowercase letters are tall (b,f,h), some are small (a, e, n), and some are descending (j, p, y). Have them use their hands to spell out the words or use the hands and letters from LWT’s Magnetic Lowercase & Blackboard Set to help them visualize the words. Also, consider highlighting other attributes of words—like the number of letters, consonants, and vowels—in order to help students connect with sight words.
Explicitly teaching children sight words in a fun, engaging manner will help to build their reading rate, fluency, and confidence. Sight words will build a solid foundation for students to become proficient readers. Have fun!
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Speech development of a child
Municipal autonomous preschool educational institution "Kindergarten No. 305 of a combined type" of the Soviet district of Kazan
Every parent wants to see their child healthy, happy, sociable. A child is born unable to speak. In the process of his development, he must master the language spoken by the adults around him, learn to use first oral, and then written speech.
In a few years, a child has to learn all the richness of the language, which was created by the people over the course of millennia. nine0006
As is known, timely and complete mastery of speech is an important condition for the development of a child's personality.
Unfortunately, not every child can easily come into contact with peers and adults. And the reasons for this can be very different: natural shyness, psychological, physiological or speech problems. How to correctly assess the state of the child's speech? How and when should the child speak? In what cases it is worth worrying, and in what cases - just wait.
How not to miss the moment when he may need your help or the help of specialists? These and other difficult questions are asked by those parents who are not indifferent to how their baby will grow up. nine0006
Many parents believe that one should not interfere in the process of speech formation, that the child will grow up and “everything will correct itself”, he will learn to speak on his own. “No one taught us,” they say, “and there were no speech therapists, and nothing, they learned, and they will learn.” This is an erroneous opinion! In no case do not let everything take its course, if you suspect something was wrong in the speech development of your child, it is better to play it safe and contact a specialist who may dispel your doubts and say that your baby is all right, or give the necessary recommendations that will help timely correct the process of speech formation. In order for you to be able to correctly assess the level of speech development of your baby, we suggest that you get acquainted with how the speech development of a child proceeds normally.
The concept of the norm in this case is very conditional - there is no single age for all children when they begin to talk, much depends on the individuality of the child. Speech is not an innate human ability, it is formed gradually, along with the development of the child and under the influence of adult speech. The social and speech environment surrounding the child is not only a condition, but also a source of speech development. Without a healthy language environment, a full-fledged speech development is unthinkable. For the normal formation of speech, a certain maturity of the cerebral cortex and the child's sense organs (hearing, vision, touch) is necessary, the psychophysical health of the child is of great importance. Speech begins to develop almost from the first days of life and goes through several stages of development. nine0006
It should be repeated that the task of parents is to notice the difficulties that the baby is experiencing in time, to understand this problem, to establish the cause of his failures and to help the child.
It is very important to detect the problem in time and turn to a good specialist, while the problem itself has not yet acquired serious proportions.
What should parents know about the child's speech development? Is it necessary to pay attention to when the child spoke and how he uses speech? Is it necessary to deal with a child if you see that he lags behind his peers in speech development or wait for everything to happen “by itself”, “someday he will learn to speak”? nine0006
Parents clearly need to learn a simple truth: a child must be perceived as an interlocutor from the moment he is in the womb. It is very important to talk to the baby as much as possible, even when he has not yet learned how to answer you. Remember - it remembers what you say and how you say it. It is your speech that replenishes the active and passive vocabulary, and later the coherent speech of the child, which make up the initial children's vocabulary.
Children's speech, especially the speech of children of the first three years of life due to the physiological imperfection of sound pronunciation, has many features: babies distort and miss some sounds, some sounds are not pronounced at all.
Often, only a mother can understand children's muttering, when a baby, choking, very quickly, swallowing syllables, shares with her his impressions about something very important to him or, on the contrary, draws out words so that the meaning of what is being said is lost. nine0006
In recent years, the number of children with delayed speech development and various speech disorders has increased dramatically. Parents of a two-year-old baby see that their peers say a sentence, and their child only says “mom”, “dad”. Parents of a four-year-old kid see that peers communicate freely, and their child has "porridge in his mouth." Why is this happening to my child? What to do? Which specialist should I go to? How serious is this? Similar questions begin to torment mothers, fathers, grandparents. nine0006
It is very important that parents know what are the specific features of the speech development of children of a certain age, and what refers to speech development disorders.
It is important to separate two concepts: speech underdevelopment and speech disorder.
Under the underdevelopment of speech, experts understand a qualitatively lower level of formation of a particular speech function or speech system as a whole. A speech disorder is a deviation from the norm caused by changes in the structure or operation of the speech or auditory system or a delay in the overall mental development of the child. nine0006
It is necessary to be alert if a child does not repeat syllables and monosyllabic words after an adult by about 1 year 2 months (“ba”, “da”, etc.), the baby does not have onomatopoeia, if at 2 years the baby does not build sentences on his own from two words. It is tedious to sound the alarm if a child at 2 years and 6 months old does not build a sentence of three or four words. It is in order to understand whether everything is in order with the child's speech development, parents should know the stages of the child's speech development.
Particularly productive and important is the period of early and younger preschool age from 0.
8-1 to 3-4 years. During this short period of time, the child masters the basic laws of the language. By the age of 3-4, his vocabulary consists of approximately 800-1000 words, while the child practically does not use onomatopoeia and light versions of words. He knows how to build the main types of sentences in compliance with the norms of grammatical design. A four-year-old child can retell the content of a simple fairy tale, talk about his actions, analyze the everyday situation. nine0006
The sequence of appearance of certain phenomena in children's speech is determined by the age standards of their appearance. It should be noted that the time is not strictly binding. The timing and dynamics of the formation of the development of speech forms can vary in accordance with the individual characteristics of the child. However, if these forms do not appear in a certain period, or parents see single manifestations, this should alert them. The causes of impaired speech development, as well as signs of successful and unsuccessful speech development in a child, may be different.
nine0006
I would like to draw the attention of parents to the fact that the baby's speech develops in stages. The child cannot jump over any of the stages and immediately go from silence to a remark like “porridge is burnt”. If you notice any problems in the formation of your child's speech, then it is better not to wait 3 years, but to consult with specialists earlier.
It is advisable to seek advice from a child psychologist, who will give you an opinion on the level of mental development of your baby, including an individual characteristic of the sensory, motor, cognitive and emotional development of the child. The underdevelopment of each of these areas can lead to a delay in the formation of speech as a means of communication. nine0006
You can preliminarily orient yourself in the age requirements for the development of the speech of a young child according to the proposed materials, however, they are indicative in nature, and you can get the final conclusion only after consulting the child with a speech therapist.
Do not delay this consultation! Remember that your child can get the help they need only if they contact specialists in a timely manner. You can listen to useless advice that the child will speak anyway, and then still face the problem of correcting your child's speech underdevelopment, but only precious time for early development will be irretrievably lost. Your initial difficulties in organizing communication with your own child can be multiplied by his behavioral and verbal negativism, which manifests itself in all children closer to 3 years. nine0006
On the other hand, the child's body is extremely plastic, most children successfully overcome serious problems in the development of speech, provided that speech therapy is started early. Do not randomly attribute serious speech therapy diagnoses to a small child, which you could read about in online publications or other popular literature. Parental attention and qualified pedagogical support mean much more for the development of a child at an early age than any attempt at distance diagnosis or developmental assessment.
Watch your baby's speech development not from the outside, but as active participants in communication, record for yourself even the smallest speech achievements of the child, and the result - a good development of speech - will not keep you waiting. nine0006
Adaptation in kindergarten
Elena Buryeva
Children's psychologist
Author's profile
Julia Skopich
asked questions
Author
,64.5%of preschool children in Russia are visited of them runs smoothly.
We talked with child psychologist Elena Buryeva about how to help a child get used to a new environment, what to do if conflicts arise, and how to respond if a child behaves worse than usual after kindergarten. nine0006
What do you learn
- Whether the atmosphere changed in kindergartens
- How to understand that the child is ready for kindergarten
- How normal adaptation
- is how to facilitate adaptation
- How to help the morning parting with mother
- how if the child's behavior changes after kindergarten
- Is it possible to make surprises after returning
- How to find out what happened in kindergarten
- What not to say
- How to respond if a child is being bullied
- What to do if your child is the aggressor
- How to help adapt when transferred to another group or another kindergarten
Has the atmosphere in kindergartens changed
The world has changed.
We began to think more about how not to injure children and how to properly educate them.
In state kindergartens, groups are usually large, so there is no talk of an individual attitude towards each child. However, even there, educators treat children humanely. There are cases of incorrect behavior, but they are rare. nine0006
Parents can reduce the risk of this happening to their children. When they bring a child to kindergarten, it would be nice for them to talk to the teacher. Find out how his mood is, perhaps give a compliment or tell some funny story about a child. Such a conversation will help to understand if the teacher has burned out.
/list/security-child/
What should be in a safe kindergarten and school
A person with emotional burnout communicates differently, is not happy, irritated, apathetic. If you notice such signs, you should go to the manager. Not a single leader is interested in something happening to the children, and, most likely, they will respond to such a signal.
The educator will at least be referred to a psychologist. nine0006
But, unfortunately, in our time, parents do not always find time to communicate with the teacher.
How do you know if a child is ready for kindergarten?
Kindergarten is a service, but optional, unlike a school. Parents should clearly understand why they need to take their child there. If a family needs mom and dad to work, grandma is far away, and it is impossible to hire a nanny, a kindergarten is a good option. Then it is suitable at any age.
It is important for parents to get rid of their fears. If a mother does not want to go to work and expects that the child will react badly to the garden or will often get sick, then problems will arise. nine0110 How successful the adaptation will be depends largely on the mood of the parents.
Until the age of three, she is also affected by how well the child builds relationships with adults, so it is important to establish contact with the caregiver.
At this age, children do not know how to play together, they have a parallel interaction that continues until their interests converge on one object. Further, due to their development, children will not be able to resolve the conflict and will begin to show aggression, and the adult who is nearby teaches them to deal with it in an environmentally friendly and socially acceptable way. nine0006
/montessori/
How Montessori gardens for children are organized
A child is psychologically ready for separation from his mother when he can independently invent role-playing games when he is interested in peers, that is, at three and a half to four years. If necessary, you can give to the garden earlier, but it is at this age that you can talk about the importance of socialization.
If parents understand that kindergarten is inevitable, and the child has a developmental delay, it would be good to teach him some signals - for example, imitate taking off his pants when he wants to go to the toilet.
And, of course, tell the educators about such signals. Then the teacher and the child will be able to understand each other, and in general, adaptation will proceed normally. Of course, it will be a little more difficult, but the use of diapers or bad speech are not the factors that will greatly aggravate it and because of which it is worth giving up kindergarten. nine0006
The only thing is that if kindergarten is scheduled due to a move, the birth of another child, or, for example, a divorce, it is advisable to go through adaptation in advance in order to avoid overlapping stresses.
How does a normal adjustment work?
Going to kindergarten is stressful for a child, as his usual way of life changes dramatically. He has to spend a lot of time without his mother, he is surrounded by many children, and he also needs to live according to a routine and certain rules.
During adaptation, the body adapts to changing conditions, and the child may show the following signs:
- sleep disorder;
- loss of appetite;
- skill regression;
- lack of cognitive interest;
- apathy or aggression;
- mood swings;
- frequent respiratory illness or exacerbation of chronic.
The adaptation process does not start in the first days, but 3-5 weeks after the child goes to kindergarten. If during this time the parents have not noticed significant changes and the child behaves like at home in the garden, he has an easy adaptation. It lasts 2-4 weeks and occurs in many. nine0006
/topotushki-net/
How I helped my child adapt to kindergarten
With moderate adaptation, the child plays with peers, eats, sleeps, goes to the toilet, but with difficulty parted with his mother in the morning. The main rule: how a child leaves kindergarten is more important than the mood with which he goes there. As a rule, in the evenings, children with average adaptation say goodbye and say that tomorrow they will come again, or they don’t want to go home at all. This adaptation is considered the most common. It lasts up to two months. nine0006
If a child does not make any progress after a month - he does not want to go to the garden, sleeps poorly, eats, stuttering, vomiting, nervous tic - he probably has a difficult adaptation.
It can last up to several years and is single. Here it is important to stop going to kindergarten and turn to a neurologist and psychologist: perhaps the separation from the mother was not completed or there are developmental features.
But you shouldn't attribute everything to adaptation. Throughout life, the child grows, changes, and other factors may well overlap with adaptation to kindergarten. nine0006
How to facilitate adaptation?
It is better to prepare for kindergarten in advance, about a year in advance. Here's what I advise you to do.
Communicate with peers. We are social beings, and even taking into account the fact that until the age of three children cannot play together, it is important for them to see each other in order to get used to the reactions and emotions of other children and adults. If you skip the stage of parallel interaction, it will be more difficult for the child to join the team.
Sometimes parting with a child.
nine0167 The child should be periodically left with relatives or animators in the playroom, because children who have had the experience of parting with their mother adapt more easily to kindergarten. The main thing is to say before leaving that you will definitely come and pick it up.
Teach independence or certain signals and warn the caregiver about them. It is important to show the child how to dress and undress, hold a spoon, and give them the opportunity to do it on their own without rushing or criticizing. And be sure to teach to ask for help from educators and wait. nine0006
Adjust to kindergarten mode. If a child falls asleep at different times during the day, it may be difficult for him in the garden. It will be more difficult if he is used to eating pizza and sandwiches. It is better to pre-diversify the home menu with the most common dishes from kindergarten by preparing a casserole or an omelette with your child.
Talk about the kindergarten: approach it while walking, get acquainted with the premises, territory.
You can show cartoons, read fairy tales about kindergarten, that is, the child should know as much as possible about it. Here are the books I recommend:
- Anna Dewdney, "Lama in the garden without a mother."
- Tatyana Rabtseva, "Vovka is going to kindergarten."
- S. Petrova, A. Lastochkina, "Seva the bunny doesn't want to go to kindergarten!".
- Irina Zartaiskaya, "Raccoon goes to kindergarten."
- Elena Buryeva, "Easy adaptation of a child to kindergarten in 30 days."
- Beth Shoshen, Always Together.
- Sam McBratney, Do You Know How Much I Love You?
- Debi Gliori, Whatever Happens.
- Przhemislav Vekhterovich, "Mom's smile". nine0065
- Audrey Penn, Kiss on the Palm.
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What is wrong with food in kindergartens
I also recommend looking at the Fairy Tales website.
Here are some cartoons you can watch:
- Peppa Goes to Kindergarten.
- Santa Claus and summer.
- "How Petya Pyatochkin counted elephants".
- "About Vera and Anfisa".
- "Once upon a time there was a Princess - I don't want to go to kindergarten!".
When parents go to the kindergarten to take the documents to the head, it is worth taking the child with you. On the territory of the kindergarten, behave calmly, pay attention to the exhibition of crafts and drawings.
You can take photos and then print them out and make a plan of the area where you can stick the pictures. Let the child show this card to another adult - this will help him tune in to a new life stage. The more often the child sees, remembers the place where he has to go, the faster he will get used to it. Drawing plans, maps, printing photos, watching videos of the premises - it's all about helping you get used to it.
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Talk to the principal and caregiver. To reduce your anxiety about kindergarten, when you bring documents, ask the head of the mode, menu, alternative to daytime sleep, standards, if the child gets sick or an emergency happens to him in the group. Each parent may have a different list of questions depending on what is important to him personally.
To help the child adapt, I suggest that parents tell the teacher about the child's characteristics: his habits, skills, fears, how best to comfort him and what dishes he does not eat. I'll tell you what to do when the child has already gone to the garden. nine0006
Help make friends. In today's world, parents are responsible for making friends with their children because preschool children rarely go out alone. As a rule, kindergartens have chats for parents, they can be used to find out who, where, when and with whom they walk, and join. So the children can get to know each other better and, possibly, make friends.
If the child has a friend in the garden, adaptation will be easier.
Adapt gradually. First, the child should be left for several hours a day, then before lunch, after 2-4 weeks, taken immediately after sleep, and only then left for the whole day. If left immediately for a day, difficulties may arise. A child who used to normally move away from his mother will suddenly begin to cling to her, afraid that he will be abandoned. nine0006
How can I help my mother get over the morning breakup?
Here are some ways to help.
Leave the send-off to another adult. If a child cries only with his mother, he may be less emotionally responsive to separation from his father.
Sympathize. It is worth saying something like this: “You don’t want to go to kindergarten, because you have to get up early. But you have to go there, because small children cannot be at home alone, and adults must go to work. Little children are looked after in the kindergarten.
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Many parents are afraid of such phrases, but if the family knows for sure that the garden is needed, it is important to learn to reflect the feelings of the child, to sympathize with him.
Leave as quickly as possible. Say something like this: “You are sad, you do not want to leave, but your mother has to go to work. Let me set the alarm, we hug, say goodbye for another minute, and when the alarm rings, you go to the playroom, and I go to work.
When the time is up, it is important not to run away unnoticed, but to say goodbye. Otherwise, the child will have distrust, a feeling that they can be abandoned. nine0006
Bring something from home: T-shirt with a photo of your mother, family photo, favorite toy or book. When the child starts to get bored, this will help him cope with the fact that his mother is not around.
Ask the caregiver to call if the baby is crying more than usual. As a rule, educators fulfill this request, since no one wants to listen to crying all day.
If you come for a child earlier because of his prolonged crying, it is important to say: "I did everything and came." For this, it is desirable that during the adaptation period, the mother has the opportunity, if necessary, to come in the middle of the working day. nine0006
What should I do if my child's behavior changes after kindergarten?
When a child goes to kindergarten, big changes come in his life that affect the emotional and nervous systems. The emotional system is how a person reacts to a situation. Everyone will have their own reaction. At home, the child relieves the stress accumulated during the day - this only speaks of trust in the parents.
It remains to sympathize with him and show concern, for example, to help put on shoes and dress. Often the desire for independence is brought to fanaticism. But if the child has learned to put on shoes and the mother will help to put on the sandals once, then nothing terrible will happen. nine0006
After gardening, physical activity and art therapy are the best way to relieve stress.
You can play together with water, semolina, sand, spit, draw, give your child a massage. I advise you not to turn on the TV right away: behind the gadgets, emotions are forgotten for a while, but later they pop up again. It is better to let the child survive them and not be afraid of crying. Remember: children are just developing their emotional and nervous systems. The task of parents is to be caring adults who are always there.
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English with a native speaker and early career guidance: 10 kindergartens in Moscow with an atypical program
Is it possible to make surprises after returning?
If the financial situation of the family allows, why not? The main thing is not to reproach the child later and not expect him to behave in a certain way, since in this case the parents lose the ability to negotiate, which will come in handy in the future.
But it's better not to go to the store for a new toy after kindergarten, but to take a walk or give your child a massage.
In the process of adaptation, it is important to minimize any emotions, including positive ones. The nervous system does not care what to get excited about. nine0006
It also happens that a family used to be able to afford to buy a toy every day, but then the situation changed. Then it is important to tell the child the truth, to accept his sadness. Yes, he will cry, but this does not injure him in any way and does not mean that you are bad parents. It happens.
How can I find out what is happening with a child in kindergarten?
Until about the age of six, every child thinks that everyone sees the world the way he does, so the stories about what happened are most often slurred, out of place.
You can learn about relationships with other children and caregivers using the diagnostics that I talked about earlier. Children over four years old can be invited to draw themselves in kindergarten, and when the drawing is ready, ask who is depicted on it, what each character does, and so on.
I also advise you to ask multiple choice questions: “Did you drink milk or tea in the evening? Did you eat buckwheat or cabbage for dinner?”
It must be understood that, due to his development, the child compares absolutely everything that happens in one unit of time. For example, in the garden they told a fairy tale about a wolf that bit a barrel, the teacher said: “Sonya, stop it,” and Vasya pushed Misha. When asked what happened in the garden, the child can answer that the teacher bit Sonya, that is, tell such a fable that will frighten. The main rule of relationships: the reaction of parents always reinforces the behavior of the child. nine0006
Having heard that someone has hurt someone, the parent clings to these words and starts asking further questions. The child has to fantasize, although, most likely, the story did not even happen to him. Then his stories will become even more fantastic, so the reaction of parents should be even. And if some information alerted, it makes sense to clarify it with the educator - of course, without the child.
In the evenings, I would shift the focus away from kindergarten. When adults come home from work, not everyone is ready to discuss it - it's the same with children. I recommend to concentrate on the relationship with the child here and now, to find common ground outside the kindergarten: to play together, sculpt, draw. nine0006
How can you tell if a child is ill?
Keep a behavior diary, in which you will write down alarming symptoms. Suppose the child used to sleep well, but when he went to the garden, he began to fall asleep late and sleeps restlessly - they wrote down how many nights this continues. Or he began to stutter, became more capricious. Perhaps you will have nothing to write, the symptoms will be observed one day at a time, but it is easier to track changes in the child's condition.
Self-diagnose. nine0167 Here are the options:
- play with soft toys in kindergarten, paying attention to the game.
Most likely, if the wolf-educator constantly tells the children-animals to be silent, “Mary Ivanovna” does the same; - make applications, inviting the child to cut out a character for each child and teacher. It can be a bear, a car, a flower, Spiderman and so on. Then give a piece of paper and ask them to attach everyone in turn. If a child, for example, attaches all the animals nearby, and imagines himself as a small gray mouse and sticks it to the side, he probably does not have relationships with peers - he needs your help. nine0065
What should not be said to a child who goes to kindergarten?
Sometimes the parents themselves create a negative image of the garden in the child - even unconsciously. Here are some phrases that work this way.
"Do you like kindergarten?" Parents who ask this question from day one should ask themselves, "What do you want to hear?" Is it important for you to hear “No, I don’t like it” and reinforce your importance? This is a question about parental anxiety, about distrust of the system, which should not be.
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"I didn't like going to kindergarten." Having heard something like this, a child is unlikely to visit this place with pleasure. If mom didn't love, why should he?
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4 problems in kindergartens and schools that parents can deal with
“Marya Ivanovna must be evil.” One cannot discuss caregivers and other children in the presence of the child, as it is assumed that he should be comfortable with them. nine0006
"If you misbehave, you'll go to the garden." It is advisable not to intimidate the child with the fact that, presumably, he should love, trust this. In addition, the relationship between parents and children must remain honest. Are you telling the truth when you threaten that if you behave badly on Monday morning, the child will go to the garden?
How to respond if a child is bullied?
Having found a bruise on the body, you can ask the reason for its appearance in the child - preferably without a tragic intonation - but it is better to check with the teacher.
It should be borne in mind that if a child runs at home, falls, beats, then most likely he behaves the same way in the garden. Educators, of course, monitor the behavior, but sometimes there are falls and fights. nine0006
If the child really has a conflict with someone and it occurs regularly, you can talk to the mother of the fighter, offering to forbid the children to communicate. There are many reasons for child aggression, and this is the easiest way to solve the problem.
In extreme cases, there is an option to transfer the child to another group or another kindergarten, this can be done even with moderate adaptation. The attitude of parents to a particular situation plays an important role. If they think the caregiver or another particular child is at fault, perhaps the change will be beneficial. nine0006
What if your child is the aggressor?
On the playground, the child learns to distinguish which toys are his, which are strangers, which are shared. In the garden, he must understand that there is almost everything in common and that whoever takes it first is the one who plays, you have to wait for your turn.
If a child does not know these rules, he will take away by force. You can talk about them, for example, by playing scenes with soft toys. A child can be taught to wait, ask, offer to change, play together.
Another child often bites, pushes, fights when someone else violates his boundaries, but otherwise he cannot defend them. Parents should teach this.
I have my own method of dealing with aggression - "goga". Here's what each letter means:
- "G" - boundaries: a child hits and bites you, breaks furniture, pulls curtains, and so on.
- "Oh" - reflection, voicing: "You're angry, so you hit me."
- "G" - the boundaries of the rules: "I can not be beaten" or "People are not beaten." nine0065
- "A" - alternative: "You can hit the pillow."
This is how a child learns to live emotions in an ecological way. It is desirable that the educator also monitor these moments and react in a similar way, because it is difficult to teach something after the fact.
It also sometimes happens that parents at home allow their child to bite and beat themselves, turning it into a game. Then he tries to behave in a similar way in the garden, not understanding why dad can be beaten, but not the boy. Ideally, this behavior should not be allowed at home. nine0006
How to help adapt when transferred to another group or kindergarten?
Here the advice is almost the same as for the initial adaptation.
Adapt gradually. Ideally, leave the child for two hours for one week and then gradually increase the time of his stay in the garden.
Use parent chats. Ask who, where and when they walk, and join so that the children get to know each other better. If a child misses old friends, it is advisable to maintain relationships with them as well. The older the child, the more he can become attached to peers. nine0006
Get involved in the life of the group. Some kindergartens have special days when parents come and tell something about their profession.
