The program of psychological counseling for parents:
1 lesson — Familiarization of parents with the concept of «psychological readiness for schooling.» It was explained to parents that readiness for school is determined by a comprehensive indicator of mental maturity, which consists in a sufficient level of development of individual mental functions that characterize the development of the child intellectually and emotionally.
2 lesson — The task of parents: to provide their child with a painless transition from the period of preschool childhood to
It was explained to parents that the establishment of unity of aspirations and views on the educational process between kindergarten and family is extremely important. It is necessary to develop common goals and educational tasks, as well as ways to achieve them. In this context, the provision of psychological assistance in the awareness of one’s own family and social resources that contribute to overcoming problems when a child enters school becomes one of the main factors in preparing preschool children for school.
Parents were helped to realize the importance of the processes that occur with the child at the senior preschool age, to understand the content and timeliness of intervention in these processes, which will solve many problems associated with the formation of the health and development of the preschooler, and in time to prevent the possible deviations.
3 occupation — Motivation — why is it important? It was explained to parents that insufficient motivational readiness, even with intellectual readiness, may not affect the success of training for a very long time (throughout the first grade). However, it prevents the formation of a correct attitude towards the school and the teacher, which in the future (in grades 2 and 3) will lead to a decrease in academic performance.
In addition, in grade 1, children with insufficient motivational readiness find it difficult to adapt to school. So, they have a decline in mood, unwillingness to attend school.
Also, there are often difficulties in communicating with peers and with the teacher.
There are two groups of motives for teaching:
broad social motives of learning, or motives associated with the child’s needs in communicating with other people, in their assessment and approval, with the student’s desires to take a certain place in the system of public relations accessible to him;
motives directly related to educational activities, or cognitive interests of children, the need for intellectual activity and in mastering new skills, knowledge and knowledge.
lesson — The internal position of the student. It was explained to parents that the “internal position of the student” is a neoplasm, which is an alloy of cognitive needs and the need for communication with adults at a new level. «The internal position of the student» can act as a criterion of readiness for schooling. The school is the link between childhood and adulthood, and if attending a preschool is optional, then attending school has still been strictly required, and children reaching school age understand that the school gives them access to adulthood. Hence, there is a desire to go to school to take a new place in the system of public relations.
This, as a rule, explains why children do not want to study at home, but want to study at school: it is not enough to satisfy only the cognitive need, they still need to satisfy the need for the new social status that they receive, being included in the educational process as a serious activity leading to a result that is important both for the child and for adults around him.
Lesson 5 — We develop the “social position of a schoolboy” in our child. Reconstruction of the situation: parents had to imagine themselves in the 1st grade. The first meeting with the teacher takes place.
Parents, reasoning, deduce the main signs of «social position of the student.»
Lesson 6 — How to help your child overcome fears of schooling?
The projective methodology «School of animals» was used. Instruction: “Imagine that you are your child. We were in a sunny forest clearing; listen to how the leaves above the head are noisy, soft grass touching your legs. In the clearing you see the «School of animals.» Look around.
— Which animals study at this school?
“And what kind of beast is her teacher?”
— What do the students do?
— And what kind of animals do you see yourself?
“What do you feel about it?” Live these feelings in yourself.
Now take pencils and paper and try to draw what you saw. ”
Further, the results were discussed and recommendations were given to parents on overcoming the fears of their children.
Lesson 7 — We form a positive self-esteem in the child.
The «Ladder» was used (modification by S. G. Jacobson, V. G. Schur). Instruction: “Imagine that you are your child. Place the doll symbolizing you on one of the 7 steps of the ladder. On the top step are the best children. On the 6th step, the children are also good, but sometimes they may not succeed. The 5th step also has good children, but they already have a little more bad things than the children on the 6th step. On the 4th — children who have equally good and bad. On the 3rd step are children who already have more bad things. On the 2nd — even more, and on the 1st — the very worst ”.
The highest self-esteem (the seventh step of the ladder) corresponds to an uncritical (very high) level of self-esteem development — level 5. This is followed by a high level of self-esteem — level 4 (sixth and fifth steps of the ladder). The fourth level refers to the middle level — 3, the third and second — to the low — 2, and the first — to a very low level of general self-esteem — 1 level.
A test for the development of self-esteem (self-control) (T.V. Vasilieva) was also used. Purpose: to study the ability of a child to evaluate the results of their own actions, their capabilities. Material: four pictures. Carrying out the methodology: the parent is invited to consider four pictures in turn.
The experimenter asks him to describe the situations depicted on them, put himself in the place of his child and offer options for resolving problems.
Lesson 8 — Hyperactive child: what will he feel like in 1st grade?
Hyperactive children find it possible to move in any environment. Excessive mobility is a strong irritant for the nervous system, so these children are characterized by unbalanced behavior, more often than others fall into conflict situations.
Hyperactive children should be at risk and need to be corrected. It is important to know that hypermobility may be a sign of Attention Deficit Disorder.
Lesson 9 — We play together (emotional development of the child). We used the games given in Appendix 3.
Lesson 10 — Learning how to communicate with your children. We used the games given in Appendix 3.
Lesson 11 — Attention: how important it is! By the development of attention is meant the process of improving its properties (concentration, stability, volume, etc.). Exercises are given in Appendix 3.
Lesson 12 — Teach our children to think.
Exercises are given in Appendix 3.
Lesson 13 — We form skills of self-control, programming and goal-setting in our children. We used the games given in Appendix 3.
Lesson 14 — We organize a workplace for the child. The parents explained the importance of their workplace in preparation for the lessons. Parents also received information about the need for health-saving measures.
Lesson 15 — How to study well and stay healthy? Involving parents in diagnostic and corrective work with children by means of physical culture allows:
solve health, educational and educational tasks;
improve the functionality of a growing organism;
form adaptation of the body of children to physical activity;
expand the range of motor skills;
to cultivate physical qualities;
individualize physical activity;
prepare the child for the upcoming school load;
to prevent the functional failure of various body systems, etc.
16 occupation — We are good parents! This is the final lesson, where a re-examination of the parents was carried out, and the results of psychological counseling were analyzed.