ACQUAINTANCE WITH THE KINDERGARTEN: WHAT TO PAY ATTENTION?
When choosing a kindergarten, it is important not so much its geographical location as the pedagogical potential of the preschool institution. If you approach this issue not very responsibly, then…

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ACQUAINTANCE WITH THE KINDERGARTEN: WHAT TO PAY ATTENTION?
When choosing a kindergarten, it is important not so much its geographical location as the pedagogical potential of the preschool institution. If you approach this issue not very responsibly, then…

Continue reading →

MATHEMATICS IN DAILY CHILD GAMES
Today we will tell you how to turn ordinary games into fascinating mathematics lessons, in which the child not only learns how to count, but also learns more about the…

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CHOICE OF KINDERGARTEN: MAIN CHOOSE A TEACHER?

Many experts are sure that the microclimate in the kindergarten, and therefore how comfortable your baby will feel in the group, depends on what position the teacher takes in relation to the children. And today we invite you to consider the most common positions of teachers in preschool institutions, affecting the achievement of mutual understanding between the mentor and children.

The choice of kindergarten: the main thing to choose a teacher?

The main mentors of the child, of course, are the parents. But other people surround him: grandparents, aunts, uncles, brothers, sisters, neighbors, godfathers, family friends, and kindergarten teachers. And all this environment has a direct impact on the formation of personal qualities of the baby. At the same time, if the psychological comfort of the child and his emotional balance mainly depend on grandparents and other relatives, then the future of the baby largely depends on the professionalism of the educator: successful adaptation of the child to the preschool institution, the formation of his character and the development of natural abilities, the acquisition of practical skills and etc.

Indeed, it is in preschool institutions that children spend most of their conscious time (in other words, the time when children are awake) in the first years of life. Therefore, it is very important to choose not so much a good preschool institution from the point of view of its material support, but rather the “right” caregiver with whom your child will have contact at the psycho-emotional level.

And educators, by the way, are different. To one, the children run in a crowd and try to hug or at least touch him. At the sight of another, they begin to cry and beg for home. What is the reason for this? With the lack of professional training of individual educators? Or with the attractiveness of a teacher in the eyes of a child? Or maybe the whole thing is in accordance with the personal qualities of the teacher with his chosen profession?

Many experts are sure that the microclimate in the kindergarten, and therefore how comfortable your baby will feel in the group, depends on what position the teacher takes in relation to the children. And today we invite you to consider the most common positions of teachers in preschool institutions, affecting the achievement of mutual understanding between the mentor and children.

HATRED

The worst kind of educator is a specialist, albeit a highly qualified one, and outwardly attractive, who does not like his job, is aggressive towards his wards, does not pay due attention to their upbringing and development, can scream heavily at a child, or even hit him.

Sometimes this behavior is explained by the fact that the mentor is morally tired (although assault is inadmissible in this case, and therefore cannot be justified). Of course, educators are also people who can “break” due to any personal problems or banal fatigue. And if there are isolated instances of hatred for one’s work, then there are no special reasons for alarm. But if such behavior continues for several days in a row, and the baby categorically refuses to attend kindergarten, then it is worthwhile to raise the issue of professional suitability of the employee with the kindergarten administration or to think about changing the preschool institution.

INDIFFERENCE
Not better than outright aggression and indifference to children. Such a mentor seems to be fulfilling his duties (that is, there’s nothing to formally complain about), but he does it mechanically, without enthusiasm, does not seek to learn something new about raising children, does not improve his qualifications.

Such a teacher may not even notice that one of his wards is crying or is in conflict with other children, is not fed up with the porridge, or has not buttoned his coat button. Quite often it happens that a person works in a group who does not know how to communicate with children, how to captivate them with the game, how to persuade a little fussy to eat food. Therefore, he simply “leaves the clock”, looking forward to the end of the shift.
If the child has come across such an educator, do not rush to blame. It is enough to just talk with him and tell about his baby, about what he likes, what he likes to do at home, and ask him to follow how the child ate or dressed for a walk. It may well be that the feeling of close attention to his work on the part of the parents will make the teacher more responsive to their professional duties.

As a rule, the teacher’s inability to interest the child in any activity is “treated” very easily – such teachers are sent to retraining courses, and after they pass the situation is corrected. Or the person himself begins to understand that he does not work where he should and submits an application for resignation (hence the large turnover of staff in the field of preschool education). Moreover, the salary of educators today is not the decisive factor that can make people “cling” to work that does not bring moral satisfaction.

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