Good to know 

What is the average degree of adaptation in doe. Adaptation to kindergarten: a doctor's point of view

Soon the baby will go to kindergarten, and this causes justified anxiety in adults. Changes in lifestyle lead to a certain stress for both parents and the baby.

On average, adaptation in kindergarten for a three-year-old child is 2-3 weeks. However, it is different for every child. The degree of severity of emotional and physical manifestations is revealed by such indicators as the timing of normalization of behavior, the nature of diseases, manifestations of psycho-emotional reactions.

Psychologists and doctors note 3 degrees of addiction, or adaptation to kindergarten.

3 degrees of addiction, or adaptation to kindergarten

Easy adaptation in kindergarten

With a mild degree of adaptation, the child's behavior returns to normal in all key indicators within a month, staying in kindergarten is not a tragedy for him, he calmly and joyfully goes to kindergarten every day.

Decreased appetite with a mild degree of adaptation is moderate, and after a week it rises to a normal level. Also, sleep improves within one to two weeks.

The decrease in immunity is slightly expressed, after two to three weeks the body's defenses are restored.

Average adaptation

Adaptation of moderate severity takes longer and with large deviations. Appetite and sleep are restored only by the middle of the second month of stay in kindergarten. The activity of the baby decreases, he becomes emotionally depressed. The stool may be disturbed, sweating, dark circles under the eyes may appear. Acute respiratory infections occur more frequently and are more severe. All these symptoms usually disappear by the end of the second month.

Severe adaptation

This adaptation is of particular concern. A long and severe course of illness, a strong decrease in appetite, physical and emotional activity are symptoms due to the fact that the defenses of the child's body cannot cope and do not protect him from numerous infectious factors of the new environment. Serious stress and undermining of the immune system negatively affects the physical and mental development of the child, his emotional state. , from games and communication.

How to help your child adjust to kindergarten

  • Dress your child in the most comfortable clothing that he can handle on his own. Don't wear overly expensive clothes that you don't mind getting dirty. The teacher has no time to monitor the integrity and cleanliness of your child's clothes, and the child is not yet able to take care of it. And even more so, do not scold the baby for the fact that he still got it dirty.
  • 2 months before you start attending kindergarten, get to know him. Gradually, you need to accustom the child to this regime. so that later he does not have additional stress due to early rises or an untimely desire to eat.
  • By the time of entering kindergarten, it is desirable that the child has mastered the minimum skills of self-care: he himself washed, dressed, brushed his teeth, combed, ate and went to the toilet.
  • Try not to change anything in the family structure during the adjustment period. Various innovations will only add stress to the child.
  • Prepare psychologically the child for the fact that he will go to kindergarten. Tell him how fun it is there, what good teachers, you can come up with stories about kindergarten, when you walk nearby, show it to your child. And in no case do not scare the child with kindergarten.
  • Make it a rule for yourself every day after you brought the child from the kindergarten, not to grab on to household chores, but to sit with the baby. You can talk about how his day went, or play some game. The main thing is to be with the child. After all, during the time he was in kindergarten, the baby missed his mommy so much!

During the adaptation period, the following factors must be considered:

Condition and development of the child. It is absolutely clear that a healthy, well-developed child endures all sorts of difficulties more easily, including difficulties of social adaptation. Therefore, in order to protect the child from diseases, to prevent mental stress, parents should do their best to provide the child with conditions for development and take care of his health.

Baby's age. It is more difficult for children of one and a half years to endure separation from relatives and adults and changes in living conditions. At an older age (after one and a half years), this temporary separation from the mother gradually loses its stressful influence.

Biological and social factors. Biological factors include toxicosis and diseases of the mother during pregnancy, complications during childbirth and diseases of the baby during the neonatal period and the first three months of life. Frequent illnesses of a child before entering a preschool institution also affect the severity of adaptation. Unfavorable social conditions are essential. They are expressed in the fact that parents do not provide the child with the correct regimen appropriate for age, a sufficient amount of daytime sleep, do not monitor the correct organization of wakefulness, etc. this leads to the fact that the child is overworked.

The level of training of adaptive capabilities. Socially, this opportunity does not train on its own. The formation of this important quality should go in parallel with the general socialization of the child, with the development of his psyche. Even if a child does not enter a preschool institution, he should still be placed in such conditions when he will need to change his form of behavior.

No. 12. Organization of the life of children in the period of adaptation to a preschool institution. Persons responsible for its success.

When entering kindergarten, all children experience adaptive stress, so it is very important to help the child overcome emotional stress and successfully adapt to the new environment. Experts distinguish three periods of a child's getting used to kindergarten: acute, subacute, compensation period. The first two periods can be classified according to severity - mild, moderate, severe and extremely severe. The characteristics of all degrees of adaptation are described in the specialized literature, so we will focus only on the functions of a nurse during the period of adaptation. Among them: - work with medical records, if necessary, a conversation with parents to determine the child's health group, understanding the history of its development, clarification of complications and prohibitions on certain medications and products;



Together with the psychologist and the head teacher of the preschool educational institution, preparation of recommendations on the mode of adaptation of the child to the preschool educational institution based on the records in the medical record;

Preventing children with viral infections and other current diseases from entering the kindergarten, monitoring the health of children and food intake;

Together with teachers, maintaining an adaptation sheet (is carried out until the child fully adapts to kindergarten).

Often the reason for the unbalanced behavior of children is the incorrect organization of the child's activities: when his physical activity is not satisfied, the child does not receive enough impressions, he experiences a deficit in communication with adults.

Disruptions in the behavior of children can also occur as a result of the fact that his organic needs are not satisfied in a timely manner - inconvenience in clothing, the child is not fed in time, has not slept.

Therefore, the regime of the day, careful hygienic care, methodically correct conduct of all routine processes - sleep, feeding, toilet, timely organization of independent activities of children, classes, implementation of the correct educational approaches to them is the key to the formation of the correct behavior of the child, creating a balanced mood in him.

No. 13. Phases of adaptation.

In the course of a comprehensive study conducted by scientists in different countries, stages (phases) of the adaptation process were identified.

1. Acute phase - accompanied by various fluctuations in the somatic state and mental status, which leads to weight loss, more frequent respiratory diseases, sleep disturbance, loss of appetite, regression in speech development; phase lasts an average of one month.

2. Subacute phase - characterized by adequate behavior of the child, that is, all shifts decrease and are recorded only in certain parameters, against the background of a slow pace of development, especially mental, compared with average age norms; phase lasts 3-5 months.

3. Compensation phase - characterized by an acceleration in the pace of development, and by the end of the school year, children overcome the developmental delay indicated above.

No. 14. The main objective indicators of the end of adaptation.

Objective indicators of the end of the period of adaptation in children are:

· deep dream;

· a good appetite;

a cheerful emotional state;

Complete restoration of existing habits and skills, active behavior;

age-appropriate weight gain.

No. 15. The main types of adaptation.

Doctors and psychologists distinguish three degrees of adaptation: mild, moderate and severe. The main indicator of severity is the timing of the normalization of the child's behavior, the frequency and duration of acute diseases, the manifestation of neurotic reactions.

Easy short-term adaptation lasts for 2-6 weeks.

Severe - long-term: about 6-9 months.

No. 16. The concept of microbiology. Characteristics of microorganisms.

Microbiology is the science that studies the life and development of living microorganisms (microbes). Microorganisms are an independent large group of unicellular organisms related in origin to the plant and animal world.

A distinctive feature of microorganisms is the extremely small size of an individual.

Diameter b. bacteria does not exceed 0.001 mm. In microbiology, the unit of measure is micron, 1 µm = 10-3 mm). Details of the structure of microorganisms are measured in nanometers (1 nm = 10-3 µm = 10-6 mm).

Due to their small size, microorganisms easily move with air current through water. Spread quickly.

One of the most important properties of microorganisms is their ability to reproduce. The ability of m / organisms to reproduce rapidly is far superior to animals and plants. Some bacteria can divide every 8-10 min. So from one cell weighing 2.5 10-12 gr. in 2-4 days, under favorable conditions, a biomass of the order of 1010 tons could be formed.

Another distinguishing characteristic of m / organisms is the diversity of their physiological and biochemical properties.

Some m/organisms can grow in extreme conditions. A significant number of m / organisms can live at a temperature of - 1960C (liquid nitrogen temperature). Other types of m / organisms are thermophilic m / organisms, the growth of which is observed at 80 ° C and above.

Many microorganisms are resistant to high hydrostatic pressure (in the depths of the seas and oceans; oil fields). Also, many m / organisms retain their vital activity in a deep vacuum. Some m / organisms withstand high doses of ultraviolet or ionizing radiation.

No. 17. Spread of microbes.

The soil- is the main habitat of many microorganisms. The content of microorganisms in the soil is millions and billions in 1 gram. The composition and number of microorganisms depend on humidity, temperature, nutrient content, soil acidity.

Fertile soils contain more microorganisms than clay and desert soils. The top layer of soil (1-2 mm) contains fewer microorganisms, because the sun's rays and drying cause their death, and at a depth of 10-20 cm - microorganisms are the most. The deeper, the lower the number of microorganisms in the soil. The 15 cm of the topsoil are richest in microbes.

The species composition of soil microflora primarily depends on the type of soil. Aerobic microorganisms predominate in sandy soils, while anaerobic microorganisms predominate in clay soils. In their composition, as a rule, saprophytic species of spore-forming bacilli and clostridia, actinomycetes, fungi, mycoplasmas, blue-green algae, and protozoa are found.

Soil microorganisms decompose human corpses, animal and plant residues, self-purify the soil from sewage and waste, the biological cycle of substances, change the structure and chemical composition of the soil. Pathogenic microorganisms enter the soil with excretions of humans and animals.

Air. The number of permanently located microorganisms in the atmospheric air is relatively small. Most of them are found in the near-Earth layers of the atmosphere. As you move away from the earth's surface in ecologically favorable regions, the air becomes cleaner.

The number of microorganisms depends on the height and distance from settlements. Here they only remain for some time, and then they die due to solar radiation, temperature effects, and lack of nutrients.

In winter, the number of microorganisms in the air of open spaces is less than in summer. In indoor air, the number of microorganisms in winter is greater than in summer. Microorganisms enter the air from patients through the respiratory tract, with dust, from contaminated objects, soil.

In the atmospheric air, the species composition of microflora is constantly changing. In the air there can be: staphylococci, streptococci, pathogens of diphtheria, tuberculosis, measles, influenza viruses. Therefore, airborne and airborne dust transmission routes of the infectious principle are possible. And to prevent them, masks, airing, wet cleaning are used.

Water. Water is the natural habitat for many microorganisms. Quantitative ratios of aquatic microorganisms in open water bodies vary widely, depending on the type of water body, season, and degree of pollution. There are especially many microorganisms near settlements, where water is polluted by household sewage. Clean water - artesian wells and springs. Water is characterized by its self-purification: death under the influence of sunlight, dilution with clean water, due to the antagonism of microorganisms and other factors.

The species composition of the water microflora is not much different from the soil. Water epidemics are known: with cholera, typhoid fever, dysentery, tularemia, leptospirosis.

Normal microflora of the human body. The microflora isolated from a healthy person differs in species diversity. At the same time, some types of microorganisms live in the human body constantly and constitute a normal group of microflora, while others are found periodically, entering the human body from case to case.

Respiratory tract: permanent microflora is contained only in the nasal cavity, nasopharynx and pharynx. It contains gram-negative catarrhal micrococci and pharyngeal diplococci, diphtheroids, capsular gram-negative rods, actinomycetes, staphylococci, peptococci, proteus, adenoviruses. The terminal branches of the bronchi and pulmonary alveoli are sterile.

Mouth: specific types of microorganisms in the oral cavity of the child appear after 207 days. Among them, 30-60% are streptococci. The oral cavity is also populated with mycoplasmas, yeast-like fungi, saprophytic species of treponema, borrelias and leptospira, entameb, trichomonads.

Gastrointestinal: The small intestine does not contain specific types of microbes, and occasional ones are rare and few. The large intestine is colonized by transient microorganisms from the first day of life. Obligate anaerobes prevail in it, in particular - bifidobacteria, lactobacilli, bacteroids and eubacteria - 90-95%. 5-10% - facultative anaerobic bacteria: Escherichia coli and lactic streptococci. Tenths to hundredths of a percent of the intestinal biocenosis fall on the residual microflora: clostridia, enterococci, proteus, candida, etc.

Microflora of the skin and conjunctiva of the eye: micro- and macrococci, coryneforms, mold yeasts and yeast-like organisms, mycoplasmas, opportunistic staphylococci live on the skin and conjunctiva of the eye. Other types of microbes, actinomycetes, fungi, clostridia, Escherichia, Staphylococcus aureus, inseminate the skin and conjunctiva in conditions of severe indoor air dustiness, contamination of household items, direct contact with the soil. At the same time, the number of microorganisms on the skin is many times greater than on the area of ​​the eye, which is explained by the high content of microbicidal substances in the secretion of the conjunctiva.

The microflora of the urinary tract: the urinary tract of healthy people is sterile, and only in the anterior part of the urethra are gram-negative non-pathogenic bacteria, coryneforms, micrococci, staphylococci and others. Mycobacteria smegma and mycoplasma live on the external genitalia. From the 2-5th day of a newborn's life, the vagina is populated for many years by non-pathogenic coccal microflora, which is replaced by lactic acid bacteria during puberty.

No. 18. microbial variability. Application of these properties in medicine.

Microbes are highly variable. For example, under the influence of certain influences, a bacterium that has the shape of a long stick can turn into a ball. But it is important for us that a change in the appearance, shape of the smallest creatures is sometimes accompanied by hereditary changes in their properties under the influence of irradiation.

In the laboratory, it is possible to "tame" useful microbes that produce, for example, antibiotics, or even change their properties so that they will produce useful products in even greater quantities. So, it was possible to develop a culture of a mold fungus that gives penicillin, the productivity of which is 200 times higher than usual. Under natural conditions, a microbe was discovered that is capable of synthesizing a valuable amino acid, lysine, in noticeable quantities. As a result of the impact applied, an altered form of this microorganism was obtained, which synthesizes lysine 400 times more intensively than the "savage". The addition of cheap lysine to bird and animal feed dramatically increases its nutritional value.

It is possible to deprive pathogenic microbes of harmful properties by acting on them, for example, with x-rays or radium. Such neutralized microbes turn from enemies into our friends. With great success they are used to obtain therapeutic vaccines. To successfully combat harmful microbes, their characteristics must be taken into account. Knowing the properties of microbes, it is possible to create conditions that will be favorable for the development of beneficial species and hinder the development of harmful ones.

Classification of adaptation according to severity.

The nature and peculiarity of the course made it possible to classify adaptation according to the degree of severity: light, medium and heavy. At the same time, for children of early and preschool age, the main parameters for determining the severity of the course of the adaptation period are the timing of normalization of behavior, the frequency and duration of acute diseases, and the manifestation of neurotic reactions.

At easy adaptation the behavior of young children is normalized within a month, for preschoolers 10-15 days. There is a slight decrease in appetite: within 10 days the amount of food eaten reaches the age norm, sleep improves within 20-30 days (sometimes earlier). Relations with adults are almost not disturbed, physical activity does not decrease, functional changes are barely pronounced and normalize within 2-4 weeks. During the period of easy adaptation, diseases do not occur. Children younger than 8-9 months or older than one and a half years old with a favorable anamnesis, good health and age-appropriate level of socialization easily adapt.

At moderate adaptation all violations in the behavior of the child are more pronounced and are long-term. Violation of sleep and appetite is normalized not earlier than in 20 - 30 days. The period of inhibition of orienting activity lasts an average of 20 days, speech activity is restored on the 30-40th day, the emotional state is unstable for a month, there is a slight decrease in motor activity for 30-35 days. At this time, relationships with adults are not violated. All functional changes are clearly expressed, especially in the days preceding the disease, which, with this form of adaptation, occurs in the form of an acute respiratory infection that occurs without complications. Such a course of adaptation occurs in children placed in a changed social environment: from 9 months to a year and a half, or in school-age children who have deviations in health or pedagogically (from 2 to 6 or more months) and the severity of its manifestations. The number of such children neglected. their signs.

At first option the child begins to get sick again, which is unfavorable

Severe adaptation characterized by a significant duration is relatively small (8 - 9%), and they require special attention. This form of adaptation can proceed in two variants, each of which has an effect on the state of reactivity of his body, general somatic status, indicators of physical and neuropsychic development. This type of severe adaptation is more common in children 1.5–2 years of age who have a history of health problems due to toxicosis of pregnancy in the mother, complications in childbirth, diseases of the neonatal period, etc.

Second option severe adaptation is characterized by the duration and severity of manifestations of inappropriate behavior bordering on neurotic states. There is a prolonged decrease in appetite (its recovery begins no earlier than the third week, sometimes later). In some cases, when eating, persistent anorexia or even neurotic vomiting is manifested. For a long time (within 30-40 days), sleep is disturbed (sensitive, shortened). The child slowly falls asleep, waking up, crying. Decreased orienting activity.

Children, as a rule, stubbornly avoid contact with peers, show aggression towards them or seek solitude. Attitude towards adults is selective. The emotional state is permanently disturbed. This is expressed either in crying during wakefulness, or crying and whimpering are replaced by passivity, indifference. Motor and speech activity sharply decreases, game activity becomes primitive.

The child is naughty, requires increased attention from an adult, cries out in a dream, is frightened of strangers. The positive dynamics of behavior indicators is growing slowly. The improvement of this condition is unstable, relapses of crying and passivity are possible.

With severe adaptation, the pace of neuropsychic development of the child slows down. The development of speech and play activity, compared with the age norm, lag behind by 1 - 2 quarters.

Severe adaptation, manifested in a child by a violation of behavior, is more often observed in children from 3 years old, that is, in the period when the formation of personal qualities is most actively carried out; the psyche is characterized by rapid development and becomes especially vulnerable and sensitive to circumstances that aggravate development. In the anamnesis of such children adverse factors are recorded: biological - pathology of pregnancy and childbirth in the mother, leading to hypoxia of the brain of the fetus and newborn, and social - violation of age-related sleep patterns, leading to slow falling asleep, lack of daytime sleep and shortening of night sleep, violation of feeding methods, resulting in regurgitation and vomiting after eating, improper organization of wakefulness, etc.

Severe adaptation, due to the reasons causing it, adversely affects the development of the child and his state of health, which are normalized in the future very slowly, sometimes over a number of years.

The easy adaptation of a child to new social conditions largely depends on his emotional state. On this basis, a higher level of his cognitive activity in the new conditions is formed.

The adaptation period is completed on average within 3 months. There are children whose adaptation is delayed. If the child's condition has not stabilized after 6 months, there is a threat to his health. In this case, another form of assistance to the development of the child is shown.

The word "adaptation" in Latin means adaptation. By and large, a person throughout his life adapts to something new. But there are periods that require a special effort of all the forces of the body. One of them is the child's admission to kindergarten.

A visit to kindergarten marks a new stage in a child's life. Separation from mom, change of scenery, strangers around, a new route from home to garden - all this is not indifferent to the baby and is reflected in his condition and behavior. Many recently acquired useful skills may be temporarily lost. The child often refuses food, daytime sleep, speaks worse and less, may stop asking for a potty. During this period of life, children are more likely to get sick. All of these are normal manifestations of adaptation.

Three phases of adaptation to kindergarten

In the adaptation of the child, there are 3 main stages:

Subacute;

compensation period.

In the acute period, which is otherwise called the indicative stage of adaptation, pronounced changes in the child's behavior are noted. The first 2-3 weeks, all organ systems are maximally stressed, a "physiological storm" is raging in the body. The kid becomes capricious, excitable. Negative emotions appear in communication with adults and children, appetite worsens, sleep becomes disturbing.

During this period, physiological indicators of heart rate, blood pressure and respiration change, the number of microbes on the mucous membranes of the nose, pharynx, and oral cavity increases. The composition of the blood changes (the number of leukocytes and the ratio of immunoglobulins in the serum). The child may even lose weight. The acute period of adaptation in different children lasts from 10 to 60 days.

Subacute period, or the phase of unstable adaptation, is characterized by a gradual normalization of behavioral and physiological reactions. Appetite is restored most quickly - as a rule, within 10-15 days. Speech normalization is slower, it may take about 2 months. Recovery of sleep and emotional state of the child usually occurs within 1 month.

Compensation period, adaptation to new conditions is characterized by the fact that the physiological and neuropsychic reactions of the child's body reach the initial level or exceed it.

The severity of the adaptation of the child

Easy adaptation child to the garden is characterized by a slight decrease in appetite. The volume of food eaten reaches the initial norm usually in 10 days. At about the same time, sleep is restored. The emotional state of the child, his orientation and speech activity, relationships with other children are normalized in 15-20 days. Communication with adults with a mild degree of adaptation is practically not disturbed. The motor activity of the child is not reduced. Functional shifts in the work of internal organs are minimally expressed and normalize during the first month of stay in kindergarten. Diseases in this variant throughout the entire adaptive period are not observed.

With moderate adaptation sleep and appetite disturbances are normalized within 20-30 days. The emotional state of the child remains unstable during the entire first month of stay in kindergarten. A significant delay in motor activity is typical, all functional changes in the functioning of organs and systems are clearly expressed, especially in the days preceding an acute illness. Relationships with adults, as a rule, are not violated.

With severe adaptation either there are pronounced changes in the functions of the organs and systems of the child, or his behavior suffers greatly. In the first case, the baby falls ill shortly after the first visit to the garden and continues to get sick almost every month (more than 4-12 times during the first year). Over time, the frequency of diseases decreases, and the child begins to attend kindergarten steadily.

In the second variant of severe adaptation, the child behaves differently than usual. Sometimes his behavior borders on neurosis. Appetite practically disappears, the child refuses to eat. The situation begins to recover no earlier than after 3 weeks of stay in kindergarten. Persistent food aversion or neurotic vomiting during feeding may occur. The dream becomes sensitive, shortened. The child falls asleep for a long time - 30-40 minutes, while being naughty, crying. Wakes up, as a rule, the baby also with tears. The child either seeks solitude, does not want to play with other children, or shows aggression towards them. He may also have motor disinhibition. The child begins to lag behind peers in speech development. His attitude towards adults becomes selective.

Severe adaptation to preschool education can last from 2 to 6 months. It occurs in approximately 9% of children entering kindergarten.

Adaptation of a young child to the conditions of a preschool educational institution

Kindergarten is a new period in a child's life. For him, this is, first of all, the first experience of collective communication. Not all children accept a new environment, strangers immediately and without problems. Most of them react to kindergarten by crying. Some easily enter the group, but cry in the evening at home, others agree to go to kindergarten in the morning, and before entering the group they begin to act up and cry.

From the moment a child enters kindergarten, he begins the process of adaptation to new conditions. What is adaptation? Adaptation is the process of a child entering a new environment for him and adapting to the conditions of this environment (social environment, daily routine, norms and rules of behavior, etc.)

Adaptation is a rather difficult period, both for the child and for his parents.In children during this period, appetite, sleep, and emotional state may be disturbed. Some children experience a loss of already established positive habits and skills. For example, at home he asked for a potty - he does not do this in kindergarten, he ate at home on his own, but refuses in kindergarten. Decrease in appetite, sleep, emotional state leads to a decrease in immunity, to a deterioration in physical development, weight loss, and sometimes to a disease.

There are 3 stages of the adaptation process:

    Acute phase - accompanied by various fluctuations in the somatic state and mental status (weight loss, illness, loss of appetite, poor sleep, regression in speech development, resentment towards parents ...) - 1 month

    The subacute phase is characterized by adequate behavior of the child, all shifts decrease, all mental and physical processes return to normal - 2-3 months.

    The compensation phase is characterized by an acceleration in the rate of development.

The adaptation period to new conditions for each child proceeds differently. On average, this period takes from 2 to 5 weeks. There are three degrees of adaptation: mild, moderate and severe.

With easy adaptation The child's behavior returns to normal within two weeks. Appetite is restored by the end of the first week, after 1-2 weeks sleep improves. The mood is cheerful, interested, combined with morning crying. Relations with close adults are not violated, the child succumbs to farewell rituals, is quickly distracted, he is interested in other adults. Attitude towards children can be both indifferent and interested. Interest in the environment is restored within two weeks with the participation of an adult. Speech is inhibited, but the child can respond and follow the instructions of an adult. By the end of the first month, active speech is restored. The incidence is not more than once, for a period of not more than ten days, without complications. Weight unchanged. There are no signs of neurotic reactions and changes in the activity of the autonomic nervous system.

Average degree of adaptation. Violations in the general condition are more pronounced and longer. Sleep is restored only after 20 - 40 days, the quality of sleep also suffers. Appetite is restored in 20 - 40 days. Mood unstable during the month, tearfulness throughout the day. Behavioral reactions are restored by the 30th day of stay in the preschool educational institution. His attitude towards relatives is emotionally excited (crying, crying at parting and meeting). Attitude towards children, as a rule, is indifferent, but may be interested. Speech is either not used or speech activity slows down. In the game, the child does not use the acquired skills, the game is situational. Attitude towards adults is selective. Incidence up to two times, for a period of not more than ten days, without complications. Weight does not change or slightly decreases. There are signs of neurotic reactions: selectivity in relations with adults and children, communication only under certain conditions. Changes in the autonomic nervous system: pallor, sweating, shadows under the eyes, burning cheeks, peeling of the skin (diathesis) - within one and a half to two weeks.

Severe degree of adaptation. The child does not fall asleep well, sleep is short, cries out, cries in a dream, wakes up with tears; appetite decreases strongly and for a long time, there may be a persistent refusal to eat, neurotic vomiting, functional disorders of the stool, uncontrolled stool. The mood is indifferent, the child cries a lot and for a long time, behavioral reactions are normalized by the 60th day of stay in the kindergarten. Attitude to relatives - emotionally excited, devoid of practical interaction. Attitude towards children: avoids, avoids or shows aggression. Refuses to participate in activities. Speech does not use or there is a delay in speech development for 2-3 periods. The game is situational, short-term.

The duration of the adaptation period depends on the individual - typological characteristics of each baby. One is active, sociable, inquisitive. His adaptation period will pass quite easily and quickly. The other is slow, imperturbable, likes to retire with toys. Noise, loud conversations of peers annoy him. If he knows how to eat himself, dress himself, then he does it slowly, lags behind everyone. These difficulties leave their mark on relationships with others. Such a child needs more time to get used to the new environment.

Studies of teachers and doctors show that the nature of adaptation depends onthe following factors:

    child's age. It is more difficult for children under the age of 2 to adapt to new conditions. After 2 years, children can adapt to new living conditions much easier. This is explained by the fact that by this age they become more inquisitive, they understand the speech of an adult well, they have a richer experience of behavior in different conditions.

    health and developmental status of the child. A healthy, well-developed child is more likely to endure the difficulties of social adaptation.

    formation of objective activity. Such a child can be interested in a new toy, activities.

    individual characteristics. Children of the same age behave differently in the first days of their stay in kindergarten. Some children cry, refuse to eat, sleep, they react to every suggestion of an adult with a violent protest. But a few days pass, and the child's behavior changes: appetite, sleep are restored, the child follows the game of his comrades with interest. Others, on the contrary, are outwardly calm on the first day. Without objection, they fulfill the requirements of the educator, and in the following days they part with their parents with tears, eat poorly, sleep, and do not take part in games. This behavior can continue for several weeks.

    living conditions in the family. This is the creation of a daily routine in accordance with age and individual characteristics, the formation of children's skills and abilities, as well as personal qualities (the ability to play with toys, communicate with adults and children, take care of themselves, etc.). If a child comes from a family where the conditions for his proper development were not created, then, naturally, it will be very difficult for him to get used to the conditions of a preschool institution.

    the level of fitness of adaptive mechanisms, experience of communication with peers and adults. The training of mechanisms does not happen by itself. It is necessary to create conditions that require new forms of behavior from the child. Toddlers who, before entering kindergarten, repeatedly found themselves in different conditions (visited relatives, acquaintances, went to the country, etc.), get used to a preschool institution more easily. It is important that in the family the child develops a trusting relationship with adults, the ability to positively relate to the requirements of adults.

Causes of severe adaptation to the conditions of the preschool educational institution

Entering kindergarten, the child experiences stress. Any stress, especially prolonged, leads to a decrease in the immune reserves of the body, increases susceptibility to various diseases. It is also important that the child's body in the children's team is faced with a microflora alien to him, he has no immunity to the majority. It is with this that the increase in cases of diseases in the first year of attending kindergarten by a child is connected. Medicines are used to increase immunity, consult your doctor.

Also, the child needs measures to prevent disorders of the gastrointestinal tract, primarily intestinal dysbacteriosis. Dysbacteriosis - qualitative and quantitative changes in the species composition of microorganisms that normally inhabit the intestines. Violation of the normal composition of the intestinal microflora leads not only to incomplete absorption of nutrients, but also to various violations of the normal functioning of the body. Prevention of dysbacteriosis in children should be carried out not only after acute intestinal infections, but also with drastic changes in living conditions, upon admission to kindergarten. Usually, such drugs should be given for a long time, and parents always want to give a magic pill, after which the child will never get sick. Such miracles do not happen. Every parent should remember that maintaining good health is painstaking, strenuous and necessarily regular work.

It must be remembered that food in kindergarten may differ from the preferences of the child, and he will also have to get used to this. And parents are better off before the child enters kindergarten to adjust his diet.

Tips for improving your child's health:

    compliance with a strict regime;

    healthy, balanced diet;

    stay outside for at least 2-3 hours daily;

    playing sports in accordance with the age capabilities of the child;

    a favorable microclimate in the family is the love of both parents.

First of all, the child needs to create at home such a regime and living conditions that would be as close as possible to the regime and conditions of the kindergarten.

Approximate daily routine for children under 3 years old:

7.00 - 7.30 - wake up, morning toilet.

until 8.00 - admission of children to kindergarten.

8.00 - 9.00 - morning exercises, washing, preparation for breakfast, breakfast.

9.00 - 9.20 - games, organization of educational activities.

9.45 - 11.00 - walk.

11.00 - 11.20 - return from a walk, game.

11.20 - 12.00 - lunch.

12.00 - 15.00 - daytime sleep.

15.00 - 15.25 - gradual rise, afternoon snack.

15.25 - 15.45 - independent game activity.

15.45 - 16.00 - organization of educational activities.

16.00 - 17.00 - walk.

17:00 - 17.20 - return from a walk, game.

17.20 - 17.50 - preparation for dinner, dinner.

17.50 - 19.30 - independent activity, going home.

19.00 - 20.00 - walk after kindergarten.

20.00 - 20.30 - return from a walk, hygiene procedures, calm games.

20.30 - 7.00 - preparation for bed, night sleep

If children in the family sleep, eat, walk at different times, they hardly get used to the daily routine in kindergarten. The discrepancy between the home regimen and the regimen of a preschool institution negatively affects the child's condition, he becomes lethargic, capricious, indifferent to what is happening.

Bringing a child to kindergarten for the first time, it is not recommended to leave him immediately for the whole day. The most sparing option is if the child in the first days will be in the group for 2-3 hours, and will have lunch and sleep at home, in a familiar environment. It is better to coordinate the time with the teacher and come with the child during walking hours. Allowing you to gradually get used to it, you can leave the child for daytime sleep, taking it immediately after waking up. When you see that your appetite and sleep have returned to normal, you can leave it for the whole day. But do not force things, you need to go to work faster, you want the child to start going to kindergarten all day long, you insist, but the child has not yet adapted, and psychosomatic illnesses begin. All children are individual and get used to kindergarten in different ways.

On the first day of visiting the kindergarten, do not leave the child alone at once, it is best to come for a walk and spend it together, you will have the opportunity to get to know the teacher, observe the child's behavior, set the child up for a positive attitude towards the kindergarten. When you part, leaving the child in kindergarten - part with the child easily and quickly. Of course, you are worried about how your child will be in kindergarten, but long farewells with a worried expression will cause anxiety in the child, and he will not let you go for a long time.

Remember to reassure your child that you will definitely come back for him.
If a child has difficulty separating from his mother, let his father take the first few weeks to kindergarten.

Give the child his favorite toy to kindergarten, let the toy walk with him every day and get to know other children there, in the evening you can ask what happened to the toy in kindergarten. Thus, you will find out how your baby manages to get used to the kindergarten. Play with your child with homemade toys in kindergarten, where one of them will be the child himself. Watch what this toy does, what it says, help your child find friends for it and solve your child's problems through it, orienting the game towards a positive result.

Many children in the early days are very tired in kindergarten from new experiences, new friends, new activities, a large number of people. If a child comes home tired and nervous, this does not mean that he is not able to get used to kindergarten. It is necessary to take such a child home earlier. During the adjustment period, exclude unnecessary irritants - TV, loud music (in extreme cases, do not turn them on very loudly), loud conversations, large crowds of people.

It is now important for a child to be with you as much as possible, to be sure that you love him. Engage in calm games at home, reading, looking at pictures, drawing, modeling, walking before going to bed. Do not go with him to visit, on holidays, as this creates an additional burden on the nervous system. Do not accept guests for now, you will make up for everything later, when the child gets used to it. Be sure to tell the child that you love him, that you will certainly come for him. When you take your child home, talk to the teacher and find out how the child ate and slept. If necessary, compensate for malnutrition or lack of sleep at home.

Equally important in the period of a child getting used to the conditions of a preschool educational institution is the presence of the necessary cultural and hygienic skills, self-service skills. Quite often, children, coming to kindergarten, do not know how to eat on their own, do not ask for a potty, do not know how to dress and undress, use a handkerchief. The child must be taught to: wash hands, use a spoon, eat on their own, eat soup with bread, chew food well, keep the table clean while eating, use a napkin, participate in undressing, take off clothes and shoes unbuttoned and untied by adults, take off tights, know their clothes, be able to ask an adult for help.

For the formation of these skills, appropriate conditions are necessary: ​​uniform, deliberate requirements for children from all adults in the family, constancy of requirements, specificity of rules and a gradual increase in their volume. In the formation of skills, exercises in action, encouragement for the performed action in the form of praise, approval are of great importance.

Sometimes, upon admission to kindergarten, there is a temporary loss of already acquired skills and habits. To prevent this from happening, it is important not only to exercise children in the application of the acquired skills, but also to control their implementation in different situations, to explain their meaning. Children who have formed the necessary skills related to eating, washing, dressing, undressing, laying down, feel calmer and more confident in a group.

So, the admission of a child to kindergarten can be painless for him, if you prepare the baby for this in advance. For this you need:

    timely expand the circle of his communication with adults and peers and thereby contribute to the formation of the need for communication and development;

    it is correct to build the entire system of family education so that the child has a positive experience of communication, the skills and abilities necessary for this age are developed;

    the child must be sure that he is loved by his parents, that he is not sent to kindergarten as a punishment, but because he has grown up and his parents are proud that their child has become big, he can do a lot on his own and can go to kindergarten.

And no matter how good the kindergarten is, do not make an irreparable mistake - do not consider that it replaces the family!

Games during the period of adaptation of the child to kindergarten

To reduce stress, it is necessary to switch the child's attention to activities that bring him pleasure. It is, first of all, a game.

The game "Pour, pour, compare"

Toys, foam rubber sponges, tubes, bottles with holes are lowered into the basin with water. You can fill a bowl of water with buttons, small cubes, etc. and play with them:

take as many items as possible in one hand and pour them into the other;

collect with one hand, for example, beads, and with the other - pebbles;

Raise as many objects as possible on the palms.

After completing each task, the child relaxes the hands, holding them in the water. The duration of the exercise is about five minutes, until the water cools down. At the end of the game, the child's hands should be rubbed with a towel for one minute.

The game "Drawings in the sand"

Scatter the semolina on a tray. You can pour it in a slide or smooth it out. Bunnies will jump on the tray, elephants will stomp, it will rain. The sun's rays will warm it, and a pattern will appear on it. And what kind of drawing, a child will tell you, who will be happy to join this game. It is useful to perform movements with two hands.

The game "Talk to the toy"

Put on a glove toy. There is also a glove toy on the child's hand. You touch her, you can stroke and tickle her, while asking: “Why is my ... sad, his eyes are wet; who he made friends with in kindergarten, what are the names of his friends, what games did they play”, etc. Talk to each other, say hello with your fingers. Using the image of a toy, transferring his feelings and moods to it, the child will tell you what worries him, share what is difficult to express.