Presentation "psychological readiness for school" presentation on the topic. Presentation on the topic "Children's psychological readiness for school" Download presentation on the topic of school readiness

“Being ready for school does not mean being able to read, write and count. To be ready for school means to be ready to learn all this.” Doctor of Psychology L. A. Weng ep The introduction of Federal State Requirements (FGT) to the structure of the preschool program and the adoption of new Federal State Educational Standards (FGOS) for primary school education is an important stage in the continuity kindergarten and schools.

The task of the Federal State Educational Standard is to teach children to learn independently

• Replacement preschool types educational activities. Role-playing game does not occupy a leading place in the life of preschoolers.
• The priority was the intellectual development of the child to the detriment of spiritual and moral education and personal development.

Problems in teaching and raising children

• The category of gifted and capable children is declining, the number of schoolchildren who cannot work independently, are passive, with learning difficulties and simply problem children is increasing.

• The awareness of children has sharply increased. This becomes a factor in the formation of a picture of the world in a child.
• Kids today don't read much.
• Limited communication makes it difficult to assimilate moral norms and moral principles.

Features of 2nd Generation Standards

• The main educational function.
• The purpose of education should be the spiritual and moral development of the personality of the child.
• GEF is a set of requirements of the family, school, society and the state. Orientation to the result of education.
• The value of training according to the Federal State Educational Standard is the introduction of UUD. The formation of UUD is carried out in the context of different academic disciplines. Each subject depending on the content and methods of organizing educational activities, it opens up certain opportunities for the formation of certain UUDs.

GEF means equal starting opportunities and individual approach to every child.

• GEF means equal starting opportunities and an individual approach to each child.
• The self-worth of childhood is an understanding of childhood as a period of life, significant by what is happening to the child at the moment.
• Kindergarten and elementary school are the most important institutions of socialization
• Primary school, unlike preschool educational institutions, sets educational tasks for the child

Universal Training Activities

• This term means the ability to learn, the ability for self-development and self-improvement through the active and conscious appropriation of new social experience. And also - this is a set of ways of students' actions that ensure their ability to independently assimilate new knowledge and skills, including the organization of this process.

UUD functions:

• Ensuring the student's ability to independently carry out educational activities, set educational goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities
• Creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous learning; ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.

Types of UUD:

• Personal
• Regulatory
• cognitive
• Communicative
All types of UUD are interconnected and interdependent.

Universality of learning activities

• They are of a general educational (above-subject, meta-subject) nature, ensure the integrity of development, the continuity of all stages of the educational process, and underlie any activity of students, including extracurricular activities.

Metasubject UUD

• They include regulatory, cognitive and communicative learning activities. They are considered as the results of mastering the main educational program for the Federal State Educational Standard. They provide mastery core competencies that form the basis of the ability to learn.

Metasubject UUD

• Cognitive UUD:
• general educational
• Universal logic
• Statement and solution of the problem

Psychological readiness includes

• Personal and social readiness
• intellectual readiness
• Motivational readiness
• Emotionally-volitional readiness.

School and kindergarten are two related links in the education system. Success in school education largely depends on the quality of socialization formed in preschool childhood, on the level of development of cognitive interests and cognitive activity of the child, on the development of the child's abilities. Conclusion: New views on the upbringing, education and development of children require a new approach to the implementation of the succession of kindergarten and school, building a new model of the graduate, which will ensure the continuity of the educational process. The cooperation of the family, kindergarten and school is necessary for the full development of the individual. Thank you for your attention! Problems of the current situation in society:

• Value-normative uncertainty of the adult world (value orientations are blurred);
• Emotional perspective in which the situation of the child growing up takes place (what emotions prevail in society: optimism / pessimism, etc.);
• Dominance of Western culture;
• Influence of techno-evolutionary processes;
• Social inequality of childhood (growth of weak social groups);
• Deformation of the traditional way of the family;
• The destruction of the culture of children's life: the increase in aggression, etc.

The continuity between the preschool and school levels of education should not be understood only as preparing children for learning

Teachers should

Carefully get acquainted with the forms and methods of work in the preschool educational institution, help first-graders quickly adapt to new conditions

Tasks of continuity of kindergarten and school

• Development of curiosity
• Development of the ability to independently solve creative problems
• Formation of creative imagination, aimed at the intellectual and personal development of the child
• Development of communication skills (the ability to communicate with adults and peers

Target

• - creation of continuity and successful adaptation during the transition from kindergarten to school.
• - providing a system of continuous education, taking into account age features preschoolers and first graders.
• - creation of favorable conditions in kindergarten and school for the development of cognitive activity, independence, creativity of each child.

Tasks

• strengthening and maintaining the health of children preparing for schooling.
• - comprehensive development, allowing them to successfully master the school curriculum in the future.
• - creation of favorable conditions for the mental and personal development of the child.

Every child goes to first grade with the hope of a positive. It all depends on how the child was psychologically prepared for school.

Psychological readiness is such a state of the child that allows him to acquire new knowledge, accept new requirements and feel successful in communicating with teachers and classmates.

Insufficient psychological readiness most often occurs for the following reasons:

• In preschool childhood, the child played little and communicated with peers;
• · Had a small stock of knowledge about the world around him, was not interested and curious;
• Was anxious and had low self-esteem;
• · There were speech therapy problems that could not be solved by the beginning of schooling;
• · Did not like games and activities that require concentration and the ability to bring the matter to the end.

An important role in ensuring the effective continuity of preschool and primary education plays the coordination of interaction between the teaching staff of the preschool educational institution and the school.

Organization of succession work

Methodical work with teachers

Working with parents

Work with children

Forms of succession: excursions to the school;

• excursions to the school;
• visiting school holidays;
• acquaintance and interaction of preschoolers with teachers and students elementary school;
• participation in joint educational activities, game programs;
• exhibitions of drawings and crafts;
• meetings and conversations with former pupils of the kindergarten;
• joint holidays and sports competitions for preschoolers and first graders;
• participation in theatrical activities;
• attendance by preschoolers of an adaptation course of classes organized at the school.

Work with children

Joint pedagogical councils (preschool educational institution and school);

• joint pedagogical councils (preschool educational institution and school);
• seminars, master classes;
• round tables of preschool teachers and school teachers;
• diagnostics to determine the readiness of children for school;
• interaction medical workers, psychologist preschool educational institution and school;
• open demonstrations of educational activities in preschool educational institutions and open lessons at school;
• pedagogical and psychological observations.

Working with teachers

Joint parent meetings with preschool teachers and school teachers;

• joint parent meetings with preschool teachers and school teachers;
• round tables, discussion meetings, pedagogical "living rooms";
• consultations with teachers of preschool educational institutions and schools; meetings of parents with future teachers;
• open days;
• questioning, testing of parents;
• educational and gaming trainings and workshops for parents
• visual means of communication;
• parent club meetings

Working with parents

Targets for preschool education

Initiative and independence

Confidence in your strength

Positive attitude towards yourself and others

The development of imagination, fantasy, creativity

Ability to obey social norms

Development of gross and fine motor skills

The manifestation of curiosity

Ability to exert willpower different types activities

Ability to make your own decisions

The targets of the program serve as the basis for the continuity of preschool and primary education. general education. Subject to the requirements for the conditions for the implementation of the Program, these targets involve the formation in children preschool age prerequisites for learning activities at the stage of completion of preschool education Active and active

Expected results:

portrait of a kindergarten graduate

• Active and active
• creative
• Curious
• Initiative
• Open to the outside world, friendly and responsive
• Positive self-esteem, self-confidence
• Self-esteem

The problem of succession can be successfully solved with the close cooperation of the kindergarten and the school. Everyone will benefit from this, especially children. For the sake of children, you can find time, energy and means to solve the problems of succession. The problem of succession can be successfully solved with the close cooperation of the kindergarten and the school. Everyone will benefit from this, especially children. For the sake of children, you can find time, energy and means to solve the problems of succession. Used Books:

• Used Books:
• From birth to school. The main general educational program of preschool education / Ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva. - M.: Mosaic-Sintez, 2010. - 304 p.
• The program of education and training in kindergarten / Ed. M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova. - 4th ed., Rev. and additional - M .: Mosaic-Synthesis, 2010. - 232 p.
• Is your child ready for school / A.A. Wenger, A.L. Wenger - M: Knowledge, 1994 - 192 p.
• Federal state educational standard for preschool education //
• Continuity in the work of the preschool educational institution and the school in the framework of the introduction of GEF IEO in primary school. sch177.pskovedu.ru
• L.N. Kravtsov "Continuity between kindergarten and school in connection with the transition to the second generation of the Federal State Educational Standards". http://kravtsoval.ucoz.ru/publ/2-1-0-17

Child's readiness for school

Prepared by the teacher primary school MKOU "Belovskaya secondary school" Gumarova E.B.

Your child goes to school

Documentation

• Copy of birth certificate

• Medical opinion that the child can go to school

• Information about the composition of the family

• Statement from parents

Features of school life

• five-day school week;

• without grades in the first grade;
• adaptation period;
• seating children at desks for medical reasons;
• extracurricular activities (various circles after school)

"Psychological readiness for school"(synonym: school maturity) - a complex of mental qualities necessary for a child to successfully start school.

The child must be able to communicate with both the teacher and peers.

Attitude towards oneself, to their abilities, to their activities, its results. Have adequate self-esteem. High self-esteem can cause the wrong reaction to the comments of the teacher. As a result, it may turn out that "the school is bad", "the teacher is evil", etc.

The child must be able to correctly assess

yourself and your behavior.

Child readiness

to learning

at school

intellectual

readiness

is to acquire

certain outlook,

stock of specific knowledge;

Physical

readiness

the physical state

and child health

Emotionally

strong-willed

readiness

• joyful expectation

start school

• well formed

emotional

personality traits

(ability to sympathize,

empathize, etc.)

• ability to manage

by their behavior

Personal

readiness

expressed in relation to

child to school

teachers and learning activities

and includes the formation in children

qualities that would help them

communicate with teachers

with classmates.

Personal readiness

Not always a high level of intellectual development coincides with the child's personal readiness for school.

If the child does not have a positive

emotional attitude to school, then he actively resists learning.

Practice shows that this most often happens in three cases.

Firstly, the child does not want to cope with school difficulties, since the parents have not taught him to limit his desires and needs.

Secondly, an active unwillingness to learn occurs

in those children who were scared at home by school:

“Here you go to school, they will show you there!”

Thirdly, those who, on the contrary, were painted with bright colors about their school life and future successes. In this case, a meeting with reality can cause severe disappointment, and the child develops a sharply negative attitude towards school.

By the beginning of schooling, the child should have developed elements of mathematical representation : know the numbers from 0 to 9; be able to count to 10 and back, from 6 to 10, from 7 to 2, etc.; be able to name the previous and subsequent number relative to any number within the first ten; know the signs +, - , =, ; be able to compare the numbers of the first ten (for example, 74, 6 = 6) be able to correlate the number and the number of objects; be able to compare two groups of objects; be able to compose and solve problems in one action for addition and subtraction; be able to compare objects by color. Shape, size; know the names of the shapes: triangle, square, circle; be able to operate with concepts: “left”, “right”, “up”, “down”, “earlier”, “later”, “before”, “behind”, “between”, etc.;

• the ability to navigate in a number series (“neighbors” of the number 5 are 4 and 6)

Speech development

This is one of the most important readiness criteria.

to schooling.

Ask the child to retell a short (no more than 6-7 sentences) story or the content of a small cartoon or comic strip from children's magazine. If, during a story, a child has difficulty coordinating words, cannot build sentences correctly, it is logical to build a storyline (beginning, middle, end), then he needs to work on the development of speech.

Most effective method - reading books aloud .

Read fairy tales or short stories to your child for at least half an hour a day. Ask questions about what you read, at the same time training memory and attention. Ask the child how his day went, what he saw interesting.

Ways to develop (train) fine motor skills of the hand

• Modeling from clay and plasticine. Drawing or coloring pictures is a favorite pastime for preschoolers.

• Making paper crafts.

• Making crafts from natural materials: cones, acorns, straw and other available materials.

• Design.

• Fastening and unfastening buttons, buttons, hooks. Tying and untying ribbons, laces, knots on a rope.

• Screwing and unscrewing the lids of jars, vials, etc.

• Stringing beads and buttons.

• Weaving of braids from threads, wreaths of flowers.

• All types of handicrafts: knitting, embroidery, artistic sawing, etc.

• Bulkhead cereals.

• Ball games, with cubes, mosaic.

In addition, a child entering the first grade must know:

• your first and last name, address.

• seasons, names of months, days of the week, be able to distinguish colors.

• in which country he lives, in which village, on which street, his house number;

• full names of family members, have general concepts O various types their activities

• know the rules of conduct in public places and on the street.

Should be able to

• Be able to communicate culturally with other children.

• Listen to elders and follow their orders.

• Have elementary ideas about the world around: about professions, about objects of animate and inanimate nature, about the rules of behavior in public places.

• Be able to combine objects into groups: furniture, vehicles, clothes, shoes, plants, animals, etc.

• Be able to find an extra in a group of objects

Not necessary.

The ability to put words together from syllables is not yet the ability to read. Many children have difficulty mastering this complex mental operation - do not push them! The skill of reading and writing should be formed according to special methods (there are ideas about speech, sounds and letters). But if the child already knows how to add syllables and reads small words, it will be much easier for him to learn the school curriculum.

What if the child is left-handed?

In no case should you go against nature and retrain the child. This can lead to serious damage to his health. In addition, special manuals for left-handed children are now being published, in particular, “Recipes for first-graders with learning difficulties and left-handed children” by the author M. M. Bezrukikh, curved pens and pencils. The consequences of retraining left-handed children are most often psycho-neurological in nature: sleep disturbance, increased excitability.

Is

school uniform in 1st grade?

The form disciplines children, is an attribute that distinguishes a preschooler from a schoolchild. Namely

this, as a rule, is the first dream of all children upon admission - they are now first graders.

- there is a great temptation to call your mother for the slightest reason, or to play an electronic game in class, or to calculate on a calculator);

- in addition, an expensive phone can cause unhealthy interest of classmates;

- the phone can be lost.

School teachers and staff

DO NOT CARRY

responsibility for the loss of a cell phone.

Children often quarrel for any reason. What to do?

• The issue of conflicts between people is the most difficult and concerns not only children. Unfortunately, intervening in children's quarrels, adults often act so illiterately that they only aggravate the situation. Parents simply forbid the child to be friends with a friend. This is necessary only in the most extreme case, when the concept of friendship no longer corresponds to the existing relationship.

• If adults do not know the motives of the conflict, then one should listen to both sides in turn (sometimes there are more), without giving an assessment to the children's actions until the situation is cleared up. In any case, in a quarrel, the quarrelers themselves are most often to blame, who do not know how to give in to each other and do not want to compromise. You will have to teach the child the ability to communicate for a very long time, preferably by example. If you want to raise an honest person, then teach your kid to admit his mistakes, starting with the words "I'm to blame ...".

Ten commandments for mom and dad of the future first grader

• Start "forgetting" that your child is small.

• Identify common interests.

• Introduce the child to the economic problems of the family.

• Do not scold, and even more so do not insult the child, especially in the presence of strangers.

• Teach your child to share their problems.

• Talk to your child more often.

• Answer each child's question.

• Try at least sometimes to look at the world through the eyes of your child.

• Praise, admire your child more often.

• Don't build your relationship with your child on taboos.

• Teaching and educational activities at school cannot be successful without close contacts with parents.

It is you who should become our best assistants, interested allies, and benevolent participants in a single pedagogical process.

• The school should absent two behavioral "models" of parents: as a "guilty student" and as an "accuser".

• There must be a third "model": parents with adequate behavior, assuming mutual understanding of the parent and teacher for the benefit of the child.

• We need parents as teachers!

Student

Teacher

Parents

First rule: Only together, all together, we will overcome all difficulties.

School readiness

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Readiness of children for school. Parent-teacher meeting. Problems associated with the unpreparedness of the child for school. School readiness. Physical; intellectual; Psychological; Psychological readiness for school. How to help your child prepare for school?.. Learning to read and write... Mathematics... Writing... General awareness... Express your feelings, be able to rejoice. What a child should know... - Ready for school.ppt

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Psychological readiness of children to study at school. Purpose of the study. Tasks. Familiarize yourself with the material on diagnosing the readiness of children for school. Apply the acquired knowledge when working with children. Develop recommendations for parents and primary school teachers on teaching children at school. Hypothesis. Methods. Observation Questioning Testing Analysis of results. Stages of work. The study of the manual "Express diagnostics of readiness for school" E.K. Varkhotova, N.V. Dyatko, E.V. Sazonova. Conducting testing and questioning of first-graders of Lyceum No. 1. Analysis and development of recommendations. - Readiness of the child for school.ppt

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Psychological readiness for school

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Center for Psychological and Pedagogical Rehabilitation and Correction "Presnensky". “Being ready for school does not mean being able to read, write and count. Portrait of an elementary school graduate. Federal State Educational Standard of Primary General Education. Components of psychological readiness. Emotional readiness. Motivational readiness. Intellectual readiness. Personal and social readiness. Psychologically unprepared for school child: Has difficulty communicating with adults and peers about learning tasks. Cannot be included in the general mode of the class. -

"Pre-School Preparation"

Prepared by:

primary school teacher

MAOU "BSOSh No. 96"

settlement Beloyarsky

Tretyakova Maria Sergeevna

• By goals : development of qualities that determine the formation of a sustainable cognitive interest, the success of schooling
• By content:

The program defines the knowledge and skills that every child must master for successful intellectual development. social development, adaptation to schooling.

• By form: reliance on the main activity of a child 5-7 years old - a game

• preserve and strengthen the health of children preparing for schooling;
• ensure continuity between preschool and primary education;
• Eliminate multi-level training for training;
• exclude duplication of the school curriculum in preparation for school;
• to form the skills of educational activities, interest and desire to study at school.

• Accounting for the features and values ​​of the preschool period of development;
• personal orientation of the process of education and upbringing;
• Preservation and development of the individuality of each child;
• Ensuring progress in the development of the child, his readiness to study at school, to accept new activities;
• Development of erudition, individual culture of perception;
• Integrated approach to content selection knowledge ;

• physiological(sufficient development of all organs and systems of the child's body). "A healthy child is a successful child";
• psychological(awareness of oneself as a future student, desire and desire to acquire new knowledge and develop skills);
• Necessary and sufficient level skills development for learning (development of attention, memory, thinking, ability to work in a team).

• ability to concentrate,
• the ability to build logical connections,
• memory development,
• fine motor skills

• motivation for learning
• ability to concentrate

• emotion management

• need for communication
• behavior modification in the team

• ability to learn

• The development of speech with elements of literacy.
• Development logical thinking using mathematical material.
• Synthesis of various components of natural science and ecological knowledge with the inclusion of available elementary information from the field of astronomy, physics, biology, ecology.

• Didactic games
• Compiling text from a drawing
• Memorizing poems
• Reading conversations
• Sound analysis of words

• Item Count
• Games for the development of mental processes ( attention, memory, thinking, imagination…)
• Tasks with geometric shapes
• Tasks for finding patterns, comparison, classification, generalization

• child development;
• Formation of their interest in the natural environment;
• Systematization and scientific correction of the accumulated diverse natural history ideas.

• pregnancy and childbirth proceeded with complications;
• the child suffered a birth injury or was born prematurely;
• the child suffers from gastrointestinal diseases, enuresis, is prone to frequent colds, there is a sleep disturbance;
• the child hardly finds contact with peers, is emotionally unstable;
• you notice motor retardation or hyperactivity.

• intellectual readiness;
• motivational readiness;
• volitional readiness;
• communication readiness.

involves the development of attention, memory, formed mental operations of analysis, synthesis, generalization, the ability to establish connections between phenomena and events.

By the age of 6-7 years, the child should know:

• his address and the name of the city in which he lives;
• the name of the country and its capital;
• names and patronymics of their parents, information about their places of work;
• seasons, their sequence and main features;
• names of months, days of the week;
• main types of trees and flowers.
• he should be able to distinguish between domestic and wild animals, understand that the grandmother is the mother of the father or mother.

In other words, he must navigate in time, space and his immediate environment.

implies that the child has a desire to accept a new social role - the role of the student.

• To this end, parents need to explain to their child that children go to school to gain the knowledge that every person needs.
• Only positive information about the school should be given to the child. Remember that your grades are easily borrowed by children. The child should see that the parents calmly and confidently look at his forthcoming admission to school.
• The reason for the reluctance to go to school may be that the child “has not played enough”. But at the age of 6–7 years, mental development is very plastic, and children who “have not played enough” when they come to the classroom soon begin to enjoy the learning process.
• You don't have to start school year to form a love for school, because it is impossible to love something that has not yet been encountered. Enough to let the child know that learning is the duty of every person, and the attitude of many of the people around the child depends on how successful he is in learning.

suggests that the child has:

• ability to set goals
• make a decision to start a business
• draw up a plan of action
• accomplish it with some effort
• evaluate the results of your work
• as well as the ability to perform for a long time is not very

attractive job.

The development of volitional readiness for school is facilitated by visual activity and design, as they encourage a long time to focus on building or drawing.

It involves the ability to join the children's community, to act together with other children, if necessary, to yield or defend one's innocence, to obey or lead.

In order to develop communicative competence, you should maintain a friendly relationship with your son or daughter with others. A personal example of tolerance in relationships with friends, relatives, neighbors also plays a big role in shaping this type of readiness for school.

• Inspire confidence in your abilities;
• Talk with your child more often, build dialogues, be attentive to his questions and problems;
• Take care of his health;
• Read children's books with him for at least 15 minutes daily.

If all the above conditions are met, the work carried out will give positive results.

• Children easily and painlessly

adapt to school

• Can avoid overload

Maintain children's health

• Change of shoes is a must!
• Folder or backpack
• ABC and workbooks
• Pencil case: 2 pencils, colored pens, eraser, ruler
• Colour pencils
• Colored cardboard, colored paper, scissors

1. 1. The presentation was prepared by speech therapist GBDOU No. 75 Akhtyrskaya N.P.
2. 2. 1. Anatomo-physiological 2. Psychological  Intellectual  Motivational  Volitional  Communicative 3. Speech 4. Pedagogical
3. 3. 1. Height, weight, general health 2. Anatomical and physiological restructuring of the body 3. Qualitative and structural changes in the brain 4. Changes in the course of nervous processes
4. 4. Dental age - determined by counting the number of erupted molars and comparing their number with the age standard ,5 years less than 7 8 - 12 more than 12
5. 5. Girls Age Lagging Average pace Leading 6.5 years 0 - 2 3 - 9 over 9 7 years under 6 7 - 11 over 11 7.5 years under 8 9 - 13 over 13
6. 6. Intellectual readiness: development of horizons, stock of specific knowledge  general awareness and social orientation;  knowledge and understanding of the world around;  development at the age level of the main cognitive processes - attention, memory, thinking, perception;  development at the age level of temporal ideas and ideas about the position of objects in space  cognitive activity
7. 7. the inner outer child wants to go to school, the child will have a satchel, notebooks, textbooks (he wants to learn a lot), etc. because it is interesting there.
8. 8.  the child is able to set a goal;  make a decision;  outline an action plan, execute it;  to show certain efforts in case of overcoming obstacles;  evaluate the result of one’s action  ability to control desires, anger
9. 9. - compliance with the requirements of the school; - the ability to accept criticism, competition, pressure; - development of self-confidence, the child's belief that he will be able to cope at school; - understanding one's place among others: the other also wants and has the right; - - striving for success, the ability to accept successes and failures on the way to the fulfillment of desires - the ability to accept authority, follow instructions with a positive feeling.
10. 10. communication with adults with peers - be able to communicate with - be able to negotiate; adult interlocutor - to be able to cooperate; (context awareness - feel calm communication) yourself in a competitive environment
11. 11.  be able to communicate in a dialogue,  be able to ask questions,  answer questions,  have the skill of retelling  have a fairly extensive vocabulary,  have the basics of grammar building speech,  have a coherent statement,  have elements of monologue speech
12. 12.  Knows letters  Distinguishes sounds by ear  Large vocabulary  Counts within 10  Has an elementary stock of knowledge in mathematics  A well-prepared hand for writing  Knows how to properly hold a pen, pencil  Has the skill of drawing with a pencil  Knows how to handle school supplies  Possesses elementary self-service skills (he knows how to eat, change clothes on his own, knows where his things are).  Neat in clothes  Brought up
13. 13. -support the child all the time; - learn to empathize with the child difficult moments; - refrain from remarks and claims, treats the child extremely delicately; - talk a lot, be sincerely interested in the thoughts of a little schoolboy, his feelings, and not just whether he did his homework and what he ate for lunch; - treats the teacher with respect
14. 14. Not recommended phrases for communication: - I told you a thousand times that ... - How many times do you have to repeat ... - What are you thinking about ... - Is it really difficult for you to remember that ... - You become ... - You are the same as ... - Leave me alone , once I ... -Why Lena (Nastya, Vasya, etc.) is like that, but you are not ...
15. 15. Recommended phrases for communication: - You are smart, beautiful (etc.). - It's good that I have you. - You're a good guy. -I love you very much. - How well you did it, teach me this too. - Thank you, I am very grateful to you. If it wasn't for you, I would never have made it.
16. 16. 3 years 6 years