PARENTS OF AN ANXIOUS CHILD

Anxious children are distinguished by excessive anxiety, and sometimes they are afraid not of the event itself, but of its foreboding. Often they expect the worst. Children feel helpless, afraid to play new games, start new activities. They have high demands on themselves, they are very self-critical. Their level of self-esteem is low, such children really think that they are worse than others in everything, that they are the most ugly, stupid, clumsy. They seek encouragement, adult approval in all matters.

Anxious children are also characterized by somatic problems: abdominal pain, dizziness, headaches, throat cramps, shortness of breath, etc. During the manifestation of anxiety, they often feel dry mouth, lump in the throat, weakness in the legs, palpitations.

Criteria for determining anxiety in a child:

1. Constant anxiety.

2. Difficulty, sometimes inability to concentrate on anything.

3. Muscle tension (for example, in the face, neck).

4. Irritability.

5. Sleep disorders.

It can be assumed that the child is anxious if at least one of the criteria listed above is constantly manifested in his behavior.

In order to identify anxious child the following questionnaire is also used (G. P. Lavrentyeva, T. M. Titarenko).

Signs of anxiety:

Anxious child

1. Cannot work for a long time without getting tired.

2. It is difficult for him to focus on something.

3. Any task causes unnecessary anxiety.

4. During the performance of tasks, he is very tense, constrained.

5. Feels embarrassed more often than others.

6. Often talks about tense situations.

7. As a rule, blushes in unfamiliar surroundings.

8. Complains that he has terrible dreams.

9. His hands are usually cold and wet.

10. He often has an upset stool.

11. Sweats profusely when excited.

12. Does not have a good appetite.

13. Sleeps restlessly, falls asleep with difficulty.

14. Shy, many things cause him fear.

15. Usually restless, easily upset.

16. Often cannot hold back tears.

17. Poorly tolerates waiting.

18. Does not like to take on a new business.

19. Not confident in himself, in his abilities.

20. Afraid to face difficulties.

Add up the number of "pluses" to get a total anxiety score.

High anxiety - 15-20 points.

Average - 7-14 points.

Low - 1-6 points.

HOW TO DEAL WITH AN ANXIOUS CHILD

1. When communicating with a child, do not undermine the authority of other significant people for him. (For example, you can’t say to a child: Better don’t listen to Grandma!”)

2. Be consistent in your actions, do not forbid the child for no reason what you allowed before.

3. Consider the possibilities of children, do not demand from them what they cannot fulfill. If something is difficult for a child, it is better to once again help him and provide support, and when even the slightest success is achieved, do not forget to praise.

4. Trust the child, be honest with him and accept him for who he is.

5. If for some objective reasons it is difficult for a child to study, choose a circle for him to his liking so that classes in it bring him joy and he does not feel disadvantaged.

6. If possible, control your reactions to various life circumstances. Learn only the necessary safety measures. Not to present the world to the child exclusively as hostile, where misfortunes lie in wait for him at every step.

7. Don't turn a child's life into a constant struggle for achievement. Your approval is due to him not only as a reward for success, but simply because he is yours. Constant fears, anxiety will not help, but rather prevent him from achieving something significant in life.

8. Sometimes children do not speak directly about their disturbing feelings. They behave noisily, try to attract the attention of children and adults with clown or hooligan antics. They need understanding and sympathy, and they achieve the exact opposite result with their behavior.

9. Some children tell fantastic, fictional stories about themselves. Or they constantly ask for the help of adults, trying to occupy them exclusively with their special. Others show excessive friendliness to adults, too concerned with winning the approval and sympathy of others. Everyone always agrees. Sometimes adults are satisfied with the last option of behavior - the child's effort to earn the recognition of others. But after all, this emotional dependence can persist even when the child grows up.

10. It is very useful for such a child to attend group psycho-corrective classes - after consultation with a psychologist. The topic of childhood anxiety is well developed in psychology, and usually the effect of such activities is tangible.

HOW TO HELP YOUR CHILD OVERCOME ANXIETY

It is necessary to understand and accept the child's anxiety - he has every right to it. Be interested in his life, thoughts, feelings, fears. Teach him to talk about it, together discuss situations from life in kindergarten together look for a way out. Teach to draw a useful conclusion from experienced unpleasant situations - experience is gained, there is an opportunity to avoid even greater troubles, etc. The child must be sure that he can always turn to you for help and advice. Even if children's problems do not seem serious to you, recognize his right to experience, be sure to sympathize (“Yes, this is unpleasant, insulting ...”). And only after expressing understanding and sympathy, help find a solution, see the positive side.

Help your child overcome anxiety - create conditions in which he will be less afraid. If the child is afraid to ask passers-by for directions, to buy something in the store, then do it with him. That. You will show how you can solve a disturbing situation.

AT difficult situations do not try to do everything for the child - offer to think and deal with the problem together, sometimes just your presence is enough.

If the child does not speak openly about the difficulties, but he has symptoms of anxiety, play together, beating possible difficult situations through the game with soldiers, dolls, maybe the child himself will suggest a plot, a development of events. Through the game you can show possible solutions one problem or another. It is important to teach your child to set small, specific goals and achieve them.

Compare the child's results only with his own previous achievements/failures.

Teach your child (and teach yourself) to relax (breathing exercises, good thoughts, counting, etc.) and adequately express negative emotions.

You can help your child overcome feelings of anxiety with the help of hugs, kisses, stroking the head, i.e. body contact.

The negative consequences of anxiety are expressed in the fact that, without affecting intellectual development as a whole, a high degree of anxiety can adversely affect the formation of creative thinking, for which such personality traits as the absence of fear of the new, the unknown are natural.

If you want to make your child happy, but at the same time educated and well-mannered, then check out the following helpful tips and tricks.

♦ Love your child the way he is!

♦ Do not punish your child! When we feel bad, we do not begin to behave better, but we begin to lie to hide our own failure.

♦ Trust your child! We do not want to deceive someone who trusts us, and we strive to be even better, to do good deeds, to do good deeds.

♦ Respect your child. Remember that we respect those who show us respect.

♦ Do not look down on the baby, squat down when talking to him - so it will be easier for you to understand each other.

♦ Hug your child as often as possible (at least ten times a day), caress him, stroke his head. But do it when he is ready to accept your affection.

♦ When your young child offers to help you, or wants to do something on his own, give him the opportunity, even if you are sure that he cannot cope with such a difficult task yet, praise him for every little thing he was able to do.

♦ Praise the baby when he does something well, notice even the little things in which he is successful, because “ good word and the cat is pleased, ”and for the sake of praise, the child will be ready to try to do even more, even better.

♦ Praise your child more often for every little thing, explaining what you are praising him for. Give him pleasant definitions that reinforce good behavior: “diligent student”, “creative boy”, “neat girl”, “persistent person”, etc.

♦ Don't scold your child for doing something wrong. Find positive intention in his actions, praise him for what he did well, and then tell him what could be improved - and show how exactly (OSVK).

♦ Share for yourself first of all the attitude towards your child and his actions.

♦ If you teach a child to tell his parents about what torments him, and tell that you experienced something similar at his age (and usually it happens), then some of the children's fears will disappear by themselves.

♦ Teach your child to order from one and a half to six years. Then it becomes much more difficult to do so.

♦ If a child has asked for your help, support him, help him see what he can do on his own and what he really needs your help with, and help him do it.

♦ Talk to your child about your successes and failures and how you feel about them. Let him know that parents can also make mistakes and be upset by this. Ask what is happening with your child and how he feels about it.

♦ Be always on the side of your child if there was a conflict with strangers and you had to intervene. If you think he's wrong, tell him about it later, in private, using the ATCM.

♦ If you disagree with your child about something, or if he upsets you about something, tell him about it in private, using the principles of SAWC.

♦ Teach your child to pay attention to the process. It is important to know how the drawing process leads to beautiful drawing, and the process of solving a problem in mathematics to knowledge and fives in this subject. Let him note what he likes to do and what he doesn’t like, then he will feel the connection between the process and the result.

♦ Believe in your child. Know that your faith in his strength helps him to be successful.

♦ Don't compare your children. Let them be different. If they do not have to divide you among themselves, they will always love and support each other.

♦ Remember when you have youngest child, the elder is still a child who needs affection, care, attention, the opportunity to feel small.

♦ Ask the younger child what he can do to independently resolve the conflict with the older one, what he can do to make it pleasant and interesting for the older child to communicate with him.

♦ Create conditions for the youngest child to be of real benefit and to choose the area in which he can be useful, starting in early childhood.

♦ Respect the territory of each of your children. They are equally entitled to inviolability of their belongings, regardless of age.

♦ When you ask your child to stop doing something, tell him what you want him to do instead. You will be surprised at how understanding and obedient your child is.

♦ If you can't ban something, legalize it, but within certain limits. You can draw on the wall, but only on one.

♦ When we punish children by forbidding them to play a computer game and force them to read instead, reading becomes a punishment and the computer becomes a sweet forbidden fruit.

♦ Teach your children to make independent decisions, to make choices, to take responsibility.

♦ Consult with your child on issues related to your family: what to cook for dinner, how best to spend the weekend, what furniture to buy for the room, etc.

♦ Help your child learn that he can influence his life. If something does not suit him, he can change it.

♦ Give your children the opportunity to make their own decisions, trust them and support them in their choice.

♦ If your child is offended by you, ask him for forgiveness and tell him how much you love him. A parent who is able to apologize to a child earns respect from him, and the relationship becomes closer and more sincere.

♦ If the child has become rude to you, encourage each time a polite conversation with him, discuss with him what he likes and what he does not like in your communication with him.

♦ Be gentle and careful with your children. Remember that parental instructions are the most powerful installations that a person receives and which can help him in life or, on the contrary, hinder his success and create serious problems.

♦ Tell your child that you love him!

Inna Silenok, psychologist

Eight "NO!" for mom and dad:

DO NOT intimidate, do not threaten the child - the obedience obtained in this way undermines the child's faith in himself and your love!

DO NOT resort to violence - violence is always reproduced.

DO NOT provoke, blackmail, or bribe a child - you are giving him an object lesson in manipulating people and feelings.

DO NOT evaluate, do not compare the child with others - accept the child as he is.

DO NOT hold back your feelings - try to act on the principle of "here and now": feelings expressed late or in advance are rarely genuine.

DO NOT hush up problems and conflicts - speak out yourself and by all means listen to the children.

DO NOT make sacrifices - the child cannot be well if you are not well.

DO NOT reject the child, no matter how badly he is guilty.

Child's FI:_______________________________________

1. Use of methods of activation and development of attention.
2. Development of iconic, short-term and long-term memory.
3. Development of speech through thematic conversations, discussion of stories, fairy tales, poems, movies, cartoons.
4. Developing the Imagination Through Composition short stories, fairy tales, fables.
5. Development of verbal - logical, visual - figurative, associative thinking.
6. Using the techniques of repeated repetition of educational material.
7. Usage frequent shift activities during training sessions.
8. The use of frequent relaxation breaks during training sessions.
9. When conducting training sessions, use a large amount of visibility.
10. To expand ideas about the world around us, about objects and phenomena of living and inanimate nature.
11. Develop cognitive motives for learning activities.
12. Take into account the individual period of development in the task (activity) of the child.
13. Do not offer to perform more than one task at once.
14. The task is large in volume, not offered in its entirety, but in the form of a sequence of its individual parts, periodically monitoring the implementation of each part and making the necessary adjustments.
15. Use a sign-based scoring system whenever possible.

The date:__________________________

Teacher - psychologist: L.V. Gilyuk

Child's FI:_______________________________________

1.Reading fiction in order to enrich vocabulary and broaden horizons.

2. Joint educational and gaming activities of social and everyday orientation.

3. Development fine motor skills hands: modeling from plasticine, clay, work in coloring books, working with buttons, beads, cereals, making applications, folding a puzzle.

4. Development of self-service skills.

The date:____________________

Teacher - psychologist: L.V. Gilyuk

Child's FI:_______________________________________

1. Reading fiction, journalistic, periodical literature in order to enrich the vocabulary and broaden one's horizons.

2. Joint household chores, in order to develop social and household orientation, involvement in labor activity.

3. Communication in Russian, in order to develop communication skills in Russian, increase vocabulary, develop horizons.

4. Conversations of a developing nature, forming ideas about the main natural phenomena, the social environment, the surrounding world as a whole.

5. Development of self-service skills.

The date:_________________________

Teacher - psychologist: L.V. Gilyuk

Believe in the uniqueness of your child, that your child is the only one inkind of, not like any of the neighbor's children and is not an exact copy of yourself. Therefore, you should not demand from the child the implementation of the life program you set and the achievement of the goals you set. Grant him the right to live his own life. Let the child be himself, with his shortcomings, weaknesses and virtues. Accept him the way he is. Build on your child's strengths.

∙ Feel free to show him your love, let him know that you will love him always and under any circumstances.

∙ Do not be afraid to fall in love with a child, take him on your knees, look into hiseyes, hug and kiss him when he wants it. Use affection more often as a reward.

∙ Try not to let your love turn into permissiveness and neglect. Set clear limits and prohibitions /preferably few/. Strictly adhere to the established prohibitions and permissions.

∙ Do not rush to resort to punishment. Try to influence the child with requests. In case of disobedience, parents need to make sure that the request is appropriate for the age and capabilities of the child.

∙ If a child shows open defiance, the parent may consider punishment. The punishment must correspond to the misconduct, the child must clearly understand why he is punished.

∙ Do not forget that the key to a child's heart lies through the game. It is in the game that you can transfer those skills and knowledge, concepts of life values better understand each other.

∙ Talk to your child more often, explain to him the essence of prohibitions and restrictions. Help your child verbally express their feelings and experiences, learn to understand their own behavior and the behavior of other people.

∙ The mental health of your children is in your hands. Rely on your love and intuition more often.

∙ A child learns dialogue with society from us adults. We are his measure, his scale, his criteria for evaluating others, his attitude towards others and towards himself. He begins his first step in the world of adults and peers by looking back at us and judging this world according to the laws taught to him by us.

∙ It is very important to realize that the style of the relationship of adults to the child affects not only childish behavior but also on children's mental health; so the child's lack of confidence in the adult's positive attitude towards himself, or, conversely, the confidence in the negative assessment of him as a person, provokes repressed aggressiveness.

We, adults, need to remember that under the influence of the experience of communicating with us, the child not only forms assessments of himself and others, but also develops a very important feature - to sympathize with other people, to experience other people's sorrows and joys as their own. In communication with adults and peers, he realizes for the first time that it is necessary to take into account not only his own, but also someone else's point of view. Pedagogical authoritarianism in informal communication with children gives rise to a lack of independence in them, an inability to express and defend their opinion. When communicating with a child, it is very important to abandon the position that our word is the truth, because the process of communication requires an understanding of the other andidentification with others.

How to help your child overcome anxiety
(recommendations for parents of anxious children)

∙ It is necessary to understand and accept the anxiety of the child - he has every right to it. Be interested in his life, thoughts, feelings, fears. Teach him to talk about it, together discuss situations from school life together look for a way out. Learn to draw a useful conclusion from experienced unpleasant situations - experience is gained, there is an opportunity to avoid even greater troubles, etc. The child must be sure that he can always turn to you for help and advice. Even if children's problems do not seem serious to you, recognize his right to experience, be sure to sympathize (“Yes, this is unpleasant, insulting ...”). And only after expressing understanding and sympathy, help find a solution, see the positive side.

∙ Help your child overcome anxiety - create conditions in which he will be less afraid. If the child is afraid to ask passers-by for directions, to buy something in the store, then do it with him. That. You will show how you can solve a disturbing situation.

∙ If a child missed many days at school due to illness, try to make his return gradual - for example, come together after school, find out homework, let him talk to classmates on the phone; limit the time spent at school - do not leave the first time for after-school, avoid overload.

∙ In difficult situations, do not try to do everything for the child - offer to think and deal with the problem together, sometimes just your presence is enough.

∙ If the child does not speak openly about the difficulties, but he has symptoms of anxiety, play together, beating possible difficult situations through the game with soldiers, dolls, maybe the child himself will suggest a plot, a development of events. Through the game, you can show possible solutions to a particular problem.

∙ Prepare an anxious child in advance for life changes and important events- Discuss what will happen.

∙ Do not try to improve the performance of such a child by describing the upcoming difficulties in black colors. For example, emphasizing what a serious control awaits him.

∙ It is better to share your anxiety with a child in the past tense: “At first I was afraid of something ..., but then something happened and I succeeded ...”

∙ Try to look for pluses in any situation (“there is no blessing in disguise”): mistakes in the control are an important experience, you understand what needs to be repeated, what to pay attention to ...

∙ It is important to teach your child to set small, specific goals and achieve them.

∙ Compare the child's results only with his own previous achievements/failures.

∙ Teach your child (and learn yourself) to relax (breathing exercises, good thoughts, counting, etc.) and adequately express negative emotions.

∙ Helping a child overcome anxiety can be done with hugs, kisses, stroking the head, i.e. bodily contact.

∙ Optimistic parents have optimistic children, and optimism is a defense against anxiety.

You have noticed that the child is aggressive, often playing aggressive games. What to do?

• Exclude aggression from the world around the child (punishment, peers, TV movies, rude phrases in conversation, etc.)
• Help your child learn to control their negative emotions and “splash out” them adequately, without harm to others (and themselves).
• Remember: by taking on an aggressive role in play, the child defends himself from aggression in real life, compensates for the inability to communicate, masks shyness, embarrassment.
• Boost your child's self-esteem.
• Try to communicate more often “on an equal footing” in order to notice alarming “bells” in time and understand what caused them.
• Do not punish your child for aggressive behavior! Aggression on your part provokes the consolidation of aggressive behavior in a child. Try to distract him, and only when the child calms down, you need to start a conversation.
• Try to match your words with deeds!
  (“We need to protect nature,” says my mother, and later breaks off branches near a tree: “So that it does not interfere on the road.”
  “It’s not good to fight,” says dad, but after a quarrel between a child and a friend, he teaches: “I should have fought back”)
• Help the child if he has problems communicating with peers (role-playing correctional games, psychological counseling, development of communication skills).
• It is useless to punish aggression, it is also useless to prohibit it - this will drive the problem deeper. It is necessary to look for the cause of its occurrence.

When communicating with a child, these rules will help you:

Rule 1 Listening to the child, let him understand and feel that you understand his condition, feelings associated with the event that he tells you about. To do this, listen to the child, and then repeat in your own words what he told you. You will kill three birds with one stone:

The child will make sure that you hear him;

The child will be able to hear himself as if from the outside and better understand his feelings;

The child will make sure that you understand him correctly.

Absorbed by a problem or otherwise frustrated, a person usually loses his sense of perspective. By listening carefully, we help the child to understand the issue, to “digest” the problem.

Rule 2 Listening to the child, watch his facial expressions and gestures, analyze them. Sometimes children assure us that they are all right, but a trembling chin or sparkling eyes tell a completely different story. When words and facial expressions do not match, always give preference to facial expressions, facial expressions, posture, gestures, tone of voice.

Rule 3 Support and encourage the child without words. Smile, hug, wink, pat on the shoulder, nod your head, look into your eyes, take your hand.

Rule 4 Be aware of the tone in which you respond to your child's questions. Your tone "speaks" no less clearly than your words. He shouldn't be mocking. You may not have all the answers ready.

Rule 5 . When encouraging your child, keep the conversation going, showing your interest in what he is telling you. For example, ask: “What happened next?” or "Tell me about it..."

∙ Make the most of your time with your child by playing the games you know from childhood. It should be easy to turn on, fit into family style child interaction, be a natural and logical development of these relationships. For example, pens can be developed by sorting through buckwheat with grandmother, general coordination by swimming, doing exercises with dad, climbing trees in the country. And for the development of speech and horizons, you just need to ... talk with the child (in this case, many more subtle psychological problems are solved).

∙ The use of massage elements and even simple rubbing of the body also help relieve muscle tension. In this case, it is not necessary to resort to the help of medical specialists. You can apply the simplest elements of massage yourself or just hug the child.

How can you help your child and yourself overcome negative emotions?
How to teach a child to control himself?

Many adults, not to mention children, cannot describe what is going on in their souls, what they are dissatisfied with. But if a person knows how to evaluate his own state of mind, it will be easier for others, and for himself.

Try the following exercises to develop the ability to understand yourself.
(You can also do them with your child).

∙ Tell your child, “Listen to yourself. If you could color your mood, what color would it be? What animal or plant is your mood like? And what color is joy, sadness, anxiety, fear? You can keep a mood diary. In it, the child every day (it can be several times a day) will draw his mood. It can be faces, landscapes, little men, which he likes best.

∙ Draw the outline of a man. Now let the child imagine that the little man is happy, let him shade with a pencil the place where, in his opinion, this feeling is located in the body. Then also “feel” resentment, anger, fear, happiness, anxiety, etc. For each emotion, the child must choose a color. You can sketch one person, and different ones (for example, if a child wants to place happiness and joy in one place).

∙ Discuss with your child how to express anger. Let him (and you) try to answer the questions:
1. What can make you angry?
2. How do you behave when you are angry?
3. How do you feel when you are angry?
4. What will you do to avoid trouble in these moments?
5. Name the words that people say when they are angry.
6. And if you hear words offensive to yourself, what do you feel, what are you doing?
7. What are the most offensive words for you?
It is advisable to write down the answers so that you can later discuss with the child. For example, which words can be used when angry, and which are not worth it, because. they are too harsh, unpleasant.

To learn how to deal with anger, there are special techniques and exercises.

1. Build faces with your child in front of a mirror. Depict various emotions, especially pay attention to the facial expressions of an angry person.

2. Draw together a prohibition sign "STOP" and agree that as soon as the child feels that he is starting to get very angry, he will immediately take out this sign and say out loud or to himself "Stop!" You yourself can also try to use such a sign to curb your anger. Using this technique requires practice for several days in order to consolidate the skill.

3. To teach your child to calmly communicate with people, play like this: pick up some attractive object (toy, book). The task of the child is to persuade you to give this item. You give away the item whenever you want. The game can then be complicated: the child asks only with the help of facial expressions, gestures, but without words. You can change places - you ask the child. After the game is over, discuss how it is easier to ask, what techniques and actions influenced your decision to give the toy, discuss the feelings that the players experienced.

4. Teach your child (and yourself) to express anger in an acceptable way.
Explain that it is imperative to talk through all negative situations with parents or friends. Teach your child the verbal forms of expressing anger, irritation ("I'm upset, it offended me").
Offer to use "wonder things" to splash out negative emotions:

- a cup (you can shout into it);

- a basin or bath with water (you can throw rubber toys into them);

- sheets of paper (they can be crushed, torn, thrown with force at a target on the wall);

- pencils (they can draw an unpleasant situation, and then shade or crumple the drawing);

- plasticine (from it you can mold the figure of the offender, and then crush it or remake it);

- a pillow (it can be thrown, beaten, kicked). Select a separate pillow "for discharge", you can sew eyes, mouth to it; should not be used for this purpose. Stuffed Toys and dolls, but a punching bag will do.

All these "wonder things" can be used by adults too!!!

5. Means of "quick discharge" If you see that the child is overexcited, "on the verge", then ask him to quickly run, jump or sing a song (very loudly).

6. The game "Names".
To exclude offensive words from everyday communication, call names! Throwing a ball or a ball to each other, call inoffensive words. It can be the names of fruits, flowers, vegetables. For example: “You are a dandelion!”, “And then you are a melon!” And so on until the flow of words runs out.
How does this game help? If you get angry with the child, want to “teach him a lesson”, remember the funny “names”, perhaps even name the child, he will not be offended, and you will get an emotional release. When, having the skill of such a game, the kid calls the offender "cucumber" (and not ...), you will undoubtedly feel satisfaction.

Teach your child to manage their emotions

∙ You can strongly clench your fists, tighten the muscles of your hands, then gradually relax, “letting go” of the negative.

∙ You can pretend to be a lion! “He is handsome, calm, confident in his abilities, his head is proudly raised, his shoulders are straightened. His name is like you (child), he has your eyes, body. You are a lion!"

∙ Strongly press the heels on the floor, the whole body, arms, legs are tense; teeth are tightly clenched. “You are a mighty tree, very strong, you have strong roots that go deep into the ground, no one is afraid of you. This is the pose of a confident person.”

∙ If the child starts to get angry, ask him to take a few slow breaths or count to 5-10.

What do parents need to remember?

1. Avoid excessive demands. Don't ask your child everything at once. Your requirements should correspond to the level of development of his skills and cognitive abilities. Do not forget that such important and necessary qualities as diligence, accuracy, responsibility are not formed immediately. The child is still only learning to manage himself and organize his activities. Do not frighten your child with difficulties and failures at school, so as not to instill in him unnecessary self-doubt.

2. Give the child the right to make a mistake. Everyone makes mistakes from time to time, and the child is no exception. It is important that he is not afraid of mistakes, but knows how to correct them. Otherwise, the child will form the belief that he can do nothing.

3. When helping a child complete a task, don't interfere with everything he does. Give him the opportunity to achieve the task on his own.

4. Teach your child to keep his belongings and school supplies in order.

5. A child's good manners are a mirror of family relationships.

“Thank you”, “Excuse me”, “Can I ...”, addressing an adult to “You”, should enter the speech of the child before school. Teach your child to be polite and calm in dealing with people (both adults and children).

6. Teach your child to be independent in everyday life and self-care skills.

The more a child can do on his own, the more mature and self-confident he will feel. Teach your child how to undress and hang up their own clothes, fasten buttons and zippers, tie shoelaces, eat neatly, etc.

7. Don't miss the first learning difficulties. Pay attention to any difficulties, especially if the latter become systematic. All problems with learning, behavior and health are much easier to solve at the very beginning. Don't close your eyes to problems, they won't go anywhere on their own anyway!

8. When reading books, be sure to discuss and retell what you read with your child; teach him to express his thoughts clearly. Then at school the child will not have problems with oral answers. When you ask him about something, do not be content with the answer "yes" or "no", clarify why he thinks so, help bring your thought to the end. Learn to consistently talk about past events and analyze them.

9. Be sure to follow the regime of the day and walks! The health of your child depends on this, and therefore his ability to better and easier to absorb educational material! Health is the basis for the entire development of the child, this is the amount of his strength that he can spend without overstraining, and, therefore, without various consequences (restlessness, irritability, resentment, frequent colds, tearfulness, rudeness, headaches, etc. .). This is especially true for those children who, from birth, have increased nervous excitability, fatigue, or any neurological complications. In this case, the correct and clear regimen of the day becomes not only an organizing, but also a preventive measure against further weakening. nervous system.

10. Do not forget that the child will continue to play for several more years (especially for 6-year-olds). Nothing wrong with that. On the contrary, the child also learns in the game. It’s better to play with him and learn some concepts in the process (for example: left - right).

11. Limit your child's time in front of the TV and computer to 1 hour a day. Parents mistakenly believe that spending time in front of the TV and at the computer is relaxation or unloading after a busy day. Unlike adults, both of these activities have an exciting effect on the fragile nervous system of the child, in turn, provoking increased fatigue, motor activity, overexcitation, irritability, etc.

Psychologist's advice for parents

"Communication with the child, problem solving"

1 stage. Hear the problem baby, let him speak it. After the child is convinced that you hear his problem, he is much more willing to hear yours, as well as to take part in the search for a joint solution.

2nd stage. It begins with the question: "How can we be?". After that, it is imperative to give the child the opportunity to offer a solution (or solutions) first and only then offer their own options. At the same time, not a single proposal, even the most inappropriate from your point of view, is rejected from the spot.

3-stage. Evaluation of proposed solutions and selection of the best. Each solution is discussed jointly. The "Parties" already know the interests of each participant and treat them with respect. If several people participate in choosing the best solution, then the one that is unanimously accepted is considered the "best".

4 stage. Detailing decision. Suppose all family members, including the child, decide that he is already "big" and it is time for him to get up on his own, have breakfast and go to school. However, one solution is not enough. It is necessary at first to control and help, to be with him together.

5-stage.

Implementation of the solution. Control.
At a convenient moment, when he and you have time, you can ask: "Well, how are things going with us? Is it working out?" It is better if the child himself speaks about failures.
What needs special attention here?
First of all, you need to really want to go to meet the interests of the child! Your main assistant is active listening.

Often, when an adult begins to actively listen to a child, the sharpness of the conflict disappears. What at first seemed like "simple stubbornness" becomes a problem worthy of attention. And there is a willingness to go to the meeting.
AT good luck, and good luck to you!

Code of Conduct in Conflict

Fifteen rules of conduct in conflict situations:

1. Let your partner blow off some steam. If he is irritated and aggressive, then you need to help him reduce internal stress. Until this happens, it is difficult or impossible to negotiate with him.
During his “explosion”, you should behave calmly, confidently, but not arrogantly. He is a suffering man no matter who he is. If a person is aggressive, then he is overwhelmed with negative emotions. AT good mood people don't jump on each other.
The best trick in these moments is to imagine that there is a shell (aura) around you, through which the arrows of aggression do not pass. You are isolated, like in a protective cocoon. A little imagination and this trick works.
2. Require him to calmly substantiate the claims. Say that you will only consider facts and objective evidence. People tend to confuse facts and emotions. Therefore, sweep away emotions with questions: “What you say refers to facts or opinion, conjecture?”.

3. Knock down aggression with unexpected tricks . For example, ask a conflicting partner confidentially for advice. Ask an unexpected question, about something completely different, but meaningful to him. Remind yourself of the things that connected you in the past and were very pleasant. Give a compliment (“You are even more beautiful in anger ... Your anger is much less than I expected, you are so cold-blooded in an acute situation ...”). Express sympathy: for example, that he (she) has lost too much.
The main thing is that your requests, memories, compliments switch the consciousness of an angry partner from negative emotions to positive ones.

4. Do not give him negative assessments, but talk about your feelings. Don't say "You're cheating on me", it's better to say "I feel cheated".
Do not say: "You are a rude person", rather say:
“I am very upset by the way you are talking to me.”

5. Ask them to frame the desired end result and problem as a chain of obstacles.
A problem is something that needs to be solved. Attitude towards a person is a background or conditions in which one has to decide. Hostility towards a client or partner can make you unwilling to decide. But this cannot be done! Don't let your emotions control you! Identify the problem with him and focus on it.

6. Invite the client to express their views on resolving the problem and their solutions. Do not look for the guilty and do not explain the situation, look for a way out of it. Don't stop at the first acceptable option, but create a range of options. Then choose the best one from it.
When looking for solutions, remember to look for mutually acceptable solutions. You and the client must be mutually satisfied. And both of you should be winners, not winner and loser.
If you cannot agree on something, then look for an objective measure for agreement (regulations, law, facts, existing regulations, instructions, etc.).

7. In any case, let your partner save face. Do not allow yourself to loosen up and respond with aggression for aggression. Don't hurt his dignity. He will not forgive this, even if he yields to pressure. Don't touch his personality. Let's evaluate only his actions and deeds. You can say, “You have already broken your promise twice,” but you cannot say, “You are an optional person.”

8. Reflect as an echo the meaning of his statements and claims. It seems that everything is clear, and yet: “Did I understand you correctly?”, “Did you mean to say ...?”, “Let me retell, to make sure whether I understood you correctly or not.” This tactic eliminates misunderstandings, and in addition, it demonstrates attention to the person. And this also reduces his aggression.

9. Hold yourself as if on a knife edge in an “equal” position. Most people, when they are yelled at or blamed, also yell back or try to give in, to remain silent in order to extinguish the anger of another. Both of these positions (top - "parent" or bottom - "child") are ineffective.
Hold firmly in a position of calm confidence (the position of equals is “adult”). It also keeps the partner from aggression, helps both not to “lose their face”.

10. Don't be afraid to apologize if you feel guilty.
Firstly, it disarms the client, and secondly, it makes him respect. After all, only confident and mature individuals are capable of apology.

11. You don't have to prove anything. In any conflict situations, no one can ever prove anything to anyone. Even by force. Negative emotional impacts block the ability to understand, take into account and agree with the “enemy”. The work of thought stops. If a person does not think, the rational part of the brain turns off, there is no need to try to prove something. This is a useless, empty exercise.

12. Shut up first. If it so happened that you lost control of yourself and did not notice how you were drawn into the conflict, try to do the only thing - shut up. Do not demand from the “enemy”: “Shut up! ... Stop it!”, But from yourself! This is the easiest to achieve.
Your silence allows you to get out of the quarrel and stop it. In any conflict, there are usually two parties involved, and if one has disappeared - with whom to quarrel?
If neither of the participants is inclined to shut up, then both are very quickly captured by negative emotional arousal. The tension is rising rapidly. In such a “dialogue”, the mutual reactions of the participants only add fuel to the fire. To extinguish this excitement, you need to remove what kindles it.
Silence should not be offensive to a partner. If it is colored with mockery, gloating or defiance, it can act like a red rag on a bull. In order for the scandal to stop, it is necessary to silently ignore the very fact of the quarrel, the negative excitement of the partner, as if none of this had happened.

13. Do not characterize the state of the opponent. Avoid negative verbal statements at all costs. emotional state partner: “Well, got into the bottle! ... Why are you nervous, why are you angry? ... What are you mad about? Such “soothing” words only strengthen and intensify the development of the conflict.

14. When you leave, don't slam the door. The quarrel can be stopped if you calmly and without any words leave the room. But if at the same time you slam the door or say something offensive before leaving, you can cause the effect of a terrible, destructive force. Tragic cases are known, caused precisely by the insulting word “behind the curtain”.

15. Speak when your partner is cold. If you are silent, and the partner regarded the rejection of the quarrel as a surrender, it is better not to refute this. Keep pausing until it cools down. The position of one who refuses to quarrel should completely exclude anything offensive and insulting for a partner. The winner is not the one who leaves the last smashing attack behind him, but the one who manages to stop the conflict at the beginning will not give him acceleration.

16. Regardless of the outcome of conflict resolution, try not to destroy the relationship.

Conflicts with children:
psychologist's advice on how to resolve them

Alcohol dependence in adolescents.

Say NO to alcohol!

At present, the young man with the bottle is, unfortunately, a common character in youth environment. Teenagers often see something daring, daring in drinking. They sincerely believe that alcohol gives relaxation, self-confidence, facilitates communication, improves mood, and reduces anxiety. Therefore, teenagers are not ready to say "no" when they are offered a drink. After all, they really most often have problems with self-confidence, with sociability. And in order to calculate the consequences of regular stress relief with the help of alcohol, they lack elementary knowledge of what alcoholism is.

Consequences of Addiction

The World Health Organization (WHO) unequivocally considers alcohol a poison. In this regard, the international organization refused to define the minimum amount of alcohol that can be drunk without harm to health. WHO experts believe that persons under 18 should not drink alcohol. It is undeniable that the later in life a person tries alcohol, the better. Scientific research has unequivocally established the fact of the connection of early acquaintance with alcohol with the development of alcoholism in the future.

Alcohol is the strongest cellular poison, which primarily affects the brain.Adolescence is a period of self-discovery, the rapid assimilation of information about the world around us, and the development of communication skills with it. If the brain is clouded by alcohol, the main tasks of the transition period are unfulfilled.

With significant or frequent, and even more so constant use of alcohol, organ cells eventually die, all physiological processes in the body are disrupted, and tissues of the liver, kidneys, heart, and blood vessels are reborn. The greater the dose of alcohol, the stronger its effect on a person. Alcohol injures the body, making it vulnerable to disease.

When a teenager first encounters alcohol, he does not yet know his "safe dose", this can lead to serious poisoning. alcoholic drink, even fatal. If the intoxication is strong, then you need to seek help from doctors, call an ambulance. With unexpressed intoxication, one should try to calm the teenager and put him to bed, and transfer the educational measures to the next day.

If the problem is not too advanced and parents have the opportunity to influence the behavior of a minor, the matter may be limited to a few family conversations. But if the conversations do not bring results, you can not do without contacting a specialist. This specialist can be a psychologist who understands adolescent problems; a doctor who can competently explain to the child what harm alcohol brings to him; or a psychiatrist-narcologist - in the case when medical assistance is required.

Exist 3 stages of alcoholism , and parents should be especially careful if they observe any of the following alcohol-related symptoms in their child.

First stage - this is when alcoholism is already formed, but not yet launched. Its main symptom is a high tolerance for large doses of alcohol.

"He knows how to drink, well done, he drinks and does not get drunk!" - so many teenagers think and say. Yes, what a fine fellow he is, he is already an alcoholic! But for the unenlightened, the alcoholic of the first stage is not a patient, but an object to follow. Peers may not even suspect that they have witnessed a developing disease. The first stage is followed by the second.

On the second stage alcoholism is already manifesting itself as a disease: doctors describe it as "an irresistible craving for alcohol, sweating, nausea, finger tremors, tachycardia, increased blood pressure, headache, lack of appetite, sleep disturbance".

On the third stage all symptoms are aggravated, memory lapses and alcoholic psychoses appear. It should be remembered that how younger man, the faster all stages of alcoholism develop, the more severe the dependence . In adolescents, alcoholism of the first stage is formed in six months. Then by adulthood they can fall into the third stage.

Formed dependence syndromeis the sum of many components. If a person has a burdened heredity, then the disease can form very quickly. Especially if both parents suffer from alcoholism. Geneticists argue that it is not alcoholism as a disease that is inherited, but neuropsychological personality traits that, in one case, can lead to the rapid formation and development of drunkenness, and in another, protect a person from it. Also big influence have traumatic lesions of the nervous system (severe concussions or serious birth trauma).

Alcoholism is a "no-return" disease from which there is no cure. You can only stop drinking, "bind". But if the patient breaks loose and starts drinking again, the development of alcohol dependence will continue from the “stopping point”.

dangerous delusion

AT recent times more and more often they began to talk about children's beer alcoholism, which develops with the abuse of beer and in which it is harder than with vodka, brain cells are affected, intelligence is impaired faster, treatment is more difficult .

Many teenagers sincerely believe that beer is not alcohol, and that alcohol addiction does not develop from beer. However, two liters of beer with a strength of four degrees is a full glass of vodka. It is clear that daily consumption of beer in such quantities is a direct path to illness.

To date, beer, together with tobacco, is one of the main factors of infertility and congenital pathologies of children common in our time. Young beer lovers have little hope for healthy offspring - any honest doctor will tell you that.

The situation is aggravated by the dishonesty of some distributors of alcoholic products. Under the law in our country, the sale of alcohol to minors is expressly prohibited. There are penalties for this. But some sellers are not going to give up profits and demand from young people a document certifying their right to purchase.

Parents need to understand that allowing a teenager to drink beer or other low-alcohol drinks in the hope that he will not use vodka or drugs is at least stupid. Beer, on the contrary, accustoms a teenager's body to exist in conditions of a chemical change in consciousness, and in this state, teenagers most often decide to try a narcotic substance.

Note to parents

The social status and material well-being of the family are not a guarantee that the child will not have problems with alcohol. Despite high income and good social conditions, a teenager may start drinking alcohol under the influence of drinking peers, who at this age mean more to him than his parents. Sometimes, with the onset of maturity, a teenage child experiences a reassessment of values ​​and stops abusing alcohol. But even if addiction to alcohol or drunkenness can be overcome, it is far from always possible to compensate for what was lost in childhood. As a result, the whole life is not as successful as it could be.

Research also shows that boys early age those brought up in a sober environment, where alcohol was taken only on big family holidays, becoming adults, fall into the number of alcoholics less often than others. Children from a family of alcoholics are more at risk of becoming alcoholics, even if they grew up in a different family. Many children of alcoholic parents do not have a childhood at all, taking care of the family from an early age. Such children and adolescents most often have problems in kindergarten and school, they live in an extremely difficult life situation. A common occurrence in such families is violence and sexual assault.

The personal example of parents is very important. If parents are not alcoholics, but cannot deny themselves alcohol, love noisy companies and do not consider it necessary to hide it from children, the child develops a stable stereotype of "real rest". When, having matured a little, he begins to "rest" in a similar way, it is already difficult for parents to explain what he is wrong about. And the phrase "to do everything for the child" often comes down to solving material problems, without the desire to delve into his emotional and spiritual world.

Active, impulsive, sociable teenagers who are in dire need of a variety of new experiences also fall into the "risk group". True, if they grow up in an asocial environment and communicate with other people who abuse alcohol.

It is important to know that adolescents who drink alcohol are not criminals, but unfortunate children for whom drinking is risky experimentation, a way to survive, to isolate themselves from problems, to hide from conflicts. When faced with a difficult life situation, some children choose an alcoholic escape from reality. After all, a happy teenager usually does not reach for a glass.

In this case, the task of adults is to help children find other options for survival, spending leisure time and solving incoming problems. Even if it's hard. Children should get the right information at home, at school, and be sure that parents and teachers can be trusted, that they are not afraid to talk about it.

Dear adults!

Be a role model for your children!

Take care of your health, lead a sober lifestyle!

How to love a child, but not spoil.

What to allow and where to prohibit.

A lot has been written and said about the need to accept a child as he is, to love him despite his shortcomings, mistakes and inability to be perfect. And here the question arises, where is the border in parental education between permissiveness and discipline. What is allowed for the child, and what should not be done by parents? How to love, but not spoil?

When interacting with a childyou need to remember several basic principles and, based on them, make a decision in each specific situation. Whatever you do or say, one way or another should contribute to the upbringing and development of independence, responsibility, self-discipline, self-esteem, free acceptance and open expression of emotions, the ability to interact, the ability to evaluate the effect of their actions in the child.

In order to learn self-discipline, a child must have freedom of choice, he must definitely know the consequences of certain decisions, and at the same time understand that he will bear responsibility for his decisions himself. It is necessary to allow him to make mistakes while he is small, and not to rush to correct his mistakes for him. Having got used to the idea from childhood that all mistakes can be eliminated by parents or someone else, he, already as an adult, will not be able to become independent and be responsible for his decisions.

But in any case, the child should have the opportunityfeel emotionallythe consequences of your decision; get angry, sad, doubt without fear, thereby upset your parents or deserve their punishment. The child must be given permission to be himself, to move forward, to express his emotions, thoughts, needs and seek to satisfy them in acceptable ways.

The following few examples from the lives of elementary, middle and high school students will help you act consciously instead of spontaneously reacting to a situation. Don't jump into action just because the child did something stupid; act according to your desire to teach him something new. So you will build new relationships, and you will finally have mutual understanding!

Example one. Your child came home upset because he got an F.

Your first reaction is to get upset and scold - a child for being poorly prepared or a teacher for giving an undeserved mark.

What should be done? Your goal is to increase his self-confidence and motivate him to do better, and not look for the guilty ones. It is necessary to make it clear to the child that mistakes are eliminated and they teach something. In this case, the deuce indicates that more attention should be paid to this subject, but at the same time it does not indicate that the child is stupid or incapable. Your correct reaction in this case is: "You have a deuce? It only means that you made mistakes. Thanks to this test, you will be able to find out what you don't know. Would you like to see together what you need to learn?"

Second example. Your child came home happy because he got an A or even several A's!

Your first reaction is to congratulate him, praise him or, if this is a rare occurrence, getting fives, say "You can do it whenever you want!"

What should be done? Praise coming from outside does not allow the child to develop self-esteem. He may grow up to be a person who will be dependent on the positive evaluation of others and unable to independently evaluate the result of his actions. In this case, emphasis should be placed on positive emotions child, let him feel the joy of a successful result. Be happy for him with him, expressing it something like this: "I see that you are really pleased!" "How I love it when you're so happy!"

If the child is silent and does not say anything about his feelings, ask direct questions: "What did you feel?", "What pleased you the most?", "What are you most proud of?"

Example three. The child is deaf to your requests to tidy up the room or help you around the house.

Suppose your first reaction in this case is to demand, reproach, punish.

How should you proceed so that your requests are heard? Empathy should be shown to the needs and feelings of the child. In all seriousness, voice them in a calm manner, as you understand them, check whether you understood them correctly. Next, talk about your needs and emotions in this situation, while not opposing them to the feelings and emotions of the child. Ask the child what solution he sees to the problem, make your suggestions and listen to his options. Choose one of the solutions or a compromise option, draw up an action plan and provide criteria for its implementation. Give your child the choice of when and in what order they will do what. He should feel like an equal subject of communication, and not a subordinate or trainable animal. In this case, he will have grounds to approach the fulfillment of his part of the obligations with full responsibility.

Example four. You are unhappy with who and how the child communicates, where and when he goes, what he does.

Your first reaction is to forbid and insist on your own.

What should be done in such a situation? Tell the child about possible consequences his actions. Suggest an alternative. Set a direction, show a goal. Justify it to the best of your ability and listen carefully.explaining to the child why he likes or dislikes this option. Reassure the child that the consequences of the problem, if it arises, he will solve for himself. Keep your word. Let him take responsibility for the consequences of his decision. Help with advice, but do not interfere, as far as possible, in "disentangling porridge." It is possible that this is not required and the child understands the situation better than you. You need to reassure your child that you have full confidence in him. common sense and the ability to find the right solution. This attitude will develop in the child the responsibility and self-discipline that he will need when you are not around, throughout his life.

Example five. Your child comes in upset because he is teased or does not develop relationships with classmates, he does not have friends.

Your first reaction is to blame the child for not being able tocommunicate, make friendsor go to deal with offenders, accuse others of inappropriate behavior.

What should be done? The first thing a child needs in such a situation is empathy and motivation in the ability to solve the problem on their own. Not a solution to his problems for him, not a consolation, but understanding and sincere, benevolent participation in his emotions, confidence in his strength and ability to find the right solution on his own. Express in words his emotions - he is upset, upset, discouraged. "Sure, it's a shame to be made fun of in front of your friends..." Ask your child what he did to strike up a friendship. What options for solving the problem he sees - teach him to think independently, without avoiding solving the problems that life sets.

Example six. Your child tried to bake a cake or tried out a new electrical appliance and now everything is upside down in the kitchen, in the house.

Your first reaction is to blame him for being a mess or not being able to clean up after himself. Thus, you can discourage his desire to be active in the future, with interest in doing what he loves.

What should be done in such a situation. Express your emotions, disagreement with what is happening. Do not scold the child, namely, build "I-sentences". "I'm not happy that this is a mess," not "You made a mess." Tell us how and when you can fix the situation.

"I am very angry seeing the kitchen in such a state (expression of feelings). I was hoping that you would wash everything and clean up after yourself (expression of expectations). I want the kitchen to be in looking good so that we can sit down to have dinner (an indication of how to rectify the situation and build relationships)."

Example seven. The child is upset about something, but stubbornly does not want to tell what the problem is.

Your first reaction is to worry about him, withdraw into yourself, abuse your parental authority, blame yourself or the child.

What should be done? Start Restoringrapport with physical contact- hug the child, take his hand. Physical touch soothes, encourages, restores an inner sense of security, and therefore motivates to find the right solution to the problem. Take every opportunity to establish physical contact - touch him, put your hand on his arm, or press your shoulder against him. At the same time, you should not put your hand on his shoulder or head - this emphasizes your superiority and does not contribute to communication on a confidential basis.

And remember one simple rule - the child does not need a solution to his problems, or an indication of how to act, but a benevolent participation in his experiences, understanding, emotional participation, confidence in the reasonableness of his actions and the ability to solve life problems on his own.

How to love a child, but not spoil. What to allow and where to prohibit.

Bulova Raisa
Psychologist's advice to parents of preschoolers

Tips for Parents of Preschoolers

Time flies extremely fast, and soon your child will become a first grader. Is he ready for school? How much knowledge should you have by now? preschooler?What is more important: knowledge or psychological readiness? Questions - the sea! All children preschoolers are different. Some go to kindergarten, study letters and numbers there, attend classes with a speech therapist and psychologist. Others have never been in the garden, and the social circle is limited parents and the children of their friends. Still others, without attending kindergarten, have time to study in various centers early development, circles and sections. Whichever of these categories your child belongs to, if there is at least six months left before school, then everything is fixable!

Psychological aspect

Recommendations psychologists for parents of preschool children very often come down to the fact that the main criteria for readiness for school are the ability to concentrate for more than 30 minutes, as well as perseverance. If in kindergarten children are familiar with the rules of conduct during classes, then for children who preschool they do not attend institutions, sitting at a desk for more than 15-20 minutes is a difficult test. Even the most interesting topic unable to keep attention preschooler more than 10-15 minutes. The best solution is to attend short-stay groups at the school. Unfortunately, not every school has such groups. If you do not have the opportunity to enroll your child in an early development center, then arrange impromptu lessons at home. Instruct the child, for example, to draw a picture, but try to make sure that while drawing he is not distracted and sits in one place. Another advice for parents of preschoolers: during classes at home, try to make sure that the child does what you instructed him, and not what he wants. That is, let him draw a tree, as you said, and not a typewriter or the sun.

Do not forget that most mothers do not have special education, so many things necessary to prepare for school may be missed.

Important Skills:

These qualities for preschoolers are equally important than knowledge of letters and numbers. The child must be able to take care of himself: hairdo, dress, apply for advice for adults. In addition, at this age, children have information about their place of residence, last name, first name. parents and their place of work, seasons, age.

Before school parents should take care of the development of the child's memory. Such "workout" it is better to carry out in the form of exciting games. Count birds and people on a walk, pay attention to the colors of cars, and at home, after a walk, ask your child how many white cars, for example, he has seen. Reading and memorizing poems is great, and if the child knows a lot of them by heart, ask them to tell a poem on a specific topic. (about mother, friends, etc.).

In a memo for parents of preschoolers attention should be paid to the development of the child's logic. To do this, you can use a series of pictures or figures, where one or two elements will be superfluous (a vegetable among fruits or a living being among objects).

To summarize, useful information for parents of preschoolersis as follows:

train the child's memory, attention;

pay attention to the development of logic, motor skills, perception and perseverance;

use general developmental exercises;

conduct classes in a playful way.

And remember, the main rule for parents of preschoolers is to instill in your child an interest in acquiring new knowledge, to teach him not to be afraid of bad grades and to find a common language with classmates, because for you he has always been and will be the best and favorite!

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