Consultation for parents “Preparing a child for school. Features of preschool preparation of children in a speech therapy group Speech therapist prepares for school

• choose your school wisely;
• when choosing a fashionable educational institution, be careful;
• remember that a child cannot turn into a schoolboy overnight, he needs your help and support;
• Discuss school problems with your child every day;
• remember that highly paid education does not guarantee a good level of education;
• be able to stand up for your child during the time, because there is no one to protect the child except the parents;
• take an interest in your child’s circle of new acquaintances, because “adult” problems can arise in elementary school;
• develop the child’s cognitive interests, because museums, concerts, exhibitions, hikes are the parents’ business.

Do it!

• Rejoice in your son, daughter.
• Talk to your child in a caring, supportive tone.
• Listen carefully, without interrupting, when the child speaks.
• Set clear and specific requirements for your child.
• Your explanations should be simple and clear.
• First ask “What?” and then “Why and Why?”
• Read to your child every day and discuss what you read.
• Encourage your child to ask questions.
• Be patient.
• Encourage his curiosity, inquisitiveness and imagination.
• Praise often.
• Try to show interest in everything that he likes (collecting, drawing, etc.)
• Don't lose your sense of humor.
• Do something with your family.
• Be an example for your child: let him see the pleasure you get from reading newspapers, magazines, and books.
• Buy new cassettes with your favorite recordings.
• Try to have your child do something around the house with you.
• Take him to the library regularly.

Do not do it!

• Do not interrupt the child, do not say that you understand everything until he finishes speaking.
• Don't ask too many questions.
• Don't force your child to do something he is not ready for.
• Do not force your child to do anything if he is fidgety, tired, or upset.
• There is no need to criticize a child face to face, especially in the presence of other people.
• There is no need to make too many rules for your child; he will stop paying attention to them.
• Don't expect your child to understand - all the logical rules, all your feelings, abstract reasoning and explanations.
• Do not compare your child with any other children - brother, sister, neighbors, friends.
• Don’t say: “No, it’s not red,” rather say: “It’s blue.”
• Consult with experts, other parents, and read books on parenting issues more often.

Debate with yourself

“The image of a teacher in my mind and in my child’s mind”

Question: Remember an episode from your school childhood about how they themselves mastered the role of schoolchildren. Question: Listen to several options for judgments about parents’ perception of the teacher:">

“A teacher is a person who evaluates my child and me as a parent”

“A teacher is a professional who is responsible for my child’s learning new norms of behavior and knowledge.”

“The teacher is the authority that dominates the child in his school life”

“A teacher is a person who supports and develops my child’s abilities”

Complete the judgments with your own wording.

Question: Does a future first-grader need another teacher in the form of a mother?
How can maternal behavior duplicate teacher behavior? (checking homework, evaluating a child in the family based on school grades, exchanging mother’s love for success

Does your child have the confidence to adapt to school?

Psychologists compare a newborn baby to a blank slate - no ideas about the world, about oneself, about what is “good” or “bad.” And no self-esteem!
How it all happens.

Self-esteem develops in several stages, each of which is incredibly significant for the baby, but adults often ignore their importance.

From birth to one and a half years a child experiences the most amazing stage of life: at this time, trust in the big world into which he finds himself is built. A positive outlook and attitude towards oneself is formed due to the attitude of parents.

How to behave:

• Smile. Don’t be afraid to overdo it with smiles and joyful moments: now you must show your child that he is desired and loved. In a couple of years, they will become the foundation for self-esteem.
• Show your child the world around him. Talk a little about everything that the child sees around him, this is important.

During this period, it is easiest to develop low self-esteem and a feeling of oppression.

You should not:

• Be silent. Children with whom they had little contact in childhood grew up with low self-esteem (they were afraid to speak first, closed in on themselves, and ignored communication with peers.
• Lisp. Talk as equals, and leave the “y-ty-my-pussy” for the teddy bear. Babysitting creates an inferiority complex.

At this age, “Star fever” and hyper-self-esteem develop quickly.

From one and a half to 4 years The child develops an awareness of his own “I”. The baby already understands that he is an independent being. The feeling of autonomy and independence greatly changes your once obedient baby - he increasingly seems unbearable and uncontrollable. But this can be explained very simply: a child tests the world for strength.

During this period, it is easiest to develop low self-esteem and a feeling of oppression.

How to behave:

• Introduce him to the wide range of emotions your child will get to know during this period, the better.
• Explain why one action causes a positive reaction in the mother, while another makes her upset or angry.
• React like an adult. The “three-year crisis” refers to the formation of self-esteem. How will my mother react if I lie on the floor and scream? What will daddy say if I get covered in mud? This is approximately how the innocent angel thinks, planning what adults will call pranks and hooliganism. Be perplexed, ask questions, avoid conflict, be offended and indignant in moderation. The child must face a healthy, adequate, and not a feigned reaction from his parents.

The formation of your child’s self-esteem is influenced by absolutely his entire environment.

Parents should not:

• Overpraise. Don’t get your child hooked on praise if you don’t want to develop an excellent student complex in him. We praise them once for achievements, and deal with misdeeds in a calm atmosphere.
• Approve what is natural. Treat your baby's household responsibilities calmly. The second aspect that cannot be praised is the child’s natural abilities. If he is flexible and athletic, physical activity is easy for him, so you should not praise the next conquered height. The most you can say is: “Wow, today you jumped higher than yesterday!” No “no one could do that!” or “you are the best” should not sound!

From the age of 4 to school, the child lives by the motto “I am what others say about me.” He realized that he is a man, and now he is making a decision about what kind of man he will become.

How to behave:

• Help with “searching for yourself.” Play with him in different professions: doctor, athlete, military man, cook and tell him what good things each profession brings.
• Lead by example. Instead of: “Oh, what a bungler I am, I spilled the tea,” say, “Oh, my mother decided to wash the floor with tea.”
• Follow the rules, if yesterday it was forbidden to climb a tree, then today it is also forbidden.
• Don't stifle initiative. If a child wants to help, gladly accept him in your affairs, even if it is at the expense of time and cleanliness of the floor.

At school age, be careful with praise. Do not praise your child for something he has been able to do for several days now. Praise him for first place in the Olympiad and rejoice together with a good grade for any lesson.

Remember that a child’s self-esteem can change many times over the course of his life.

• Don’t compare him with others, only with yourself: “yesterday you made 5 mistakes, and today only two. You are growing noticeably."
• Don't judge your child for wrongdoing. After all, it is not the child who is bad, but the offense that he committed. Calmly review the situation. Everyone has the right to make mistakes.
• Don’t focus on age: “You’re so big, and your mom is still packing your briefcase.” By comparing a child with a “baby incompetent”, you hurt his pride and deeply drive the thought of worthlessness.

Tsyganok I.Yu., teacher speech therapist
Solodovnik A.V., teacher speech therapist
Municipal preschool educational institution “Kindergarten of compensatory type No. 156” in Krasnodar.

Currently, the problem of a child’s readiness for school is the most pressing. This is due to the fact that the school has recently undergone serious changes, new programs have been introduced, and its structure has changed. Increasingly high demands are placed on children entering first grade.

“I’ll go to school soon...” kids usually say with pride. They know and feel that they are growing and changing. Parents carefully monitor their growth and development, tormented by doubts: “Is it time or not to go to school?” Who can answer this question? Psychologists, teachers, or maybe the parents themselves?

But, unfortunately, parents’ awareness of this issue always leaves much to be desired. The reason for this is the constant lack of time parents have to find useful information that could answer their questions.

That is why there was a need to draw up methodological recommendations, which in their content reflect the advice of various experts on the issue of children’s readiness for school.

Is it possible to determine readiness for school?

Absolutely yes. Currently, simple, accessible for use in practice, sufficiently informed and reliable criteria for a child’s readiness for systematic schooling have been developed.

We would like to draw your attention to the following: assessing readiness for school by level of intellectual development is the most common mistake parents make. Many believe that the main condition for readiness for school is the amount of knowledge that a child should have. In this case, the efforts of parents do not know the limits, and the capabilities of the children are not taken into account. Such parents, without teaching their child to tie his shoelaces, “stuff” all kinds of information into him, regardless of age characteristics. Imagine how a six-year-old child knows all the constellations of our galaxy, but does not know what street he lives on. Another has learned an encyclopedic dictionary almost by heart, but is completely unable to communicate with peers, is afraid of them, and is unable to concentrate on the simplest task even for several minutes.

There are cases when the high intellectual development of a child who has not yet reached the age of six misleads both parents and teachers: he is accepted into school, and then... Middle of the school year: interest in school disappears, children complain of headaches, fatigue , to the fact that school is “difficult.” They stop mastering the writing program, don’t remember how to write many letters, write poorly, slowly, become irritable, and sometimes start crying for no reason. And it takes a long time to convince parents that their child needs a gentle regime (more walks, hardening procedures, more movements, and not sitting in front of the TV) and it would be much better to spend the year at home. We need to let him get stronger, pay attention to the development of hand coordination (modelling, drawing, embroidery).

And such cases prove that readiness for school is determined not only by the level of intelligence. What is important is not only the amount of information and knowledge that a child has, but also its quality, degree of awareness, and clarity of ideas.

Of particular importance in psychological readiness for school are the abilities or prerequisites for mastering certain special knowledge and skills. Psychologists call these prerequisites "introductory skills."

That is why it is more important not to teach a child to read, but to develop speech, the ability to distinguish sounds, not to teach to write, but to create conditions for the development of motor skills, and especially movements of the hand and fingers. I also want to emphasize the need to develop the ability to listen, understand the meaning of what is read, the ability to retell, make visual comparisons; it is not the amount of knowledge that is important, but the quality of thinking.

It must be remembered that if, at the time of entering school, your child has not reached the level of readiness, but is enrolled in a preparatory class, he needs to organize a so-called gentle regime in the family. First of all, it is advisable for such children to spend the second half of the day not at school, in after-school care, but at home, which allows them to relieve additional psychological stress. They need two hours of sleep during the day, good nutrition, and, if necessary, medical and health measures.

By assessing their children through the prism of health and readiness to learn, parents can understand what is hidden behind the so-called laziness, reluctance to work, absent-mindedness, disobedience, and will take exactly those measures that can help the matter.

Is it necessary for a child to be present when enrolling him in 1st grade?

Yes. This is necessary for both children and adults: parents, teachers.

What is the purpose of an interview with a future first-grader and his parents when enrolling in school?

Conducting an interview with children serves to determine a training program that corresponds to the level of development, abilities and health of the child (4-year education in a comprehensive school, correctional and developmental education, pedagogical systems of developmental education, etc.)

The main purpose of the interview with a future first-grader and his parents upon admission to school is:

Identification of the level of preschool preparation, development and readiness for systematic learning at school;

Recommendations for parents on drawing up an individual plan for preparing a child for the start of education, correctional work, consultations with specialized specialists are offered: a speech therapist, a psychologist, and, if necessary, a psychoneurologist, an examination by a medical-pedagogical commission to clarify the issue of choosing the type of school: general education or special ( correctional);

Advance forecasting of difficulties and timely assistance from parents, teachers, and specialists is the task facing the school staff when first meeting a future first-grader.

Currently, there are alternative forms of education, and a whole range of opportunities opens up for parents. You can send your child to school from the age of 6 or 7, spend the first year of study at school or at a preschool institution, or educate your child in a private or public educational institution. Parents can solve this issue with the help of educators, teachers and psychologists only by determining the degree of readiness for school.

How does the school admission interview take place?

Currently, in many schools the practice of admitting children to first grade on the basis of an interview is becoming increasingly widespread. During an oral conversation with a child, specialists find out his ability to compose a story from a picture, answer basic questions, and solve simple problems.

They also check mental arithmetic skills, analyze the child’s speech, that is, they look at how well he can select the right words, how rich his vocabulary is, and whether he can clearly, coherently and emotionally express this or that thought.

The admissions committee also checks the child’s ability to understand the question posed and answer it essentially, without being distracted by minor points. The child's phonemic hearing and the logic of his reasoning are also subject to testing. When children perform practical actions, they also look at their sensory development and ability to plan their actions. Along with general development, the level of children’s initial knowledge in basic school disciplines is also determined: children’s knowledge of numbers and letters, ability to read, count, use a pencil, scissors and other objects are tested.

There are many different methods to test a child’s readiness for school. However, no matter what methods you use to prepare, no matter what recommendations you use and no matter what screening tests you perform in advance for training, in no case should you train your child before the interview or force him to memorize ready-made answers.

Preparing for school is a painstaking task, and good results are possible only with systematic and systematic studies. Therefore, no matter how hard you try to train your child for an interview at the last moment, the teacher or psychologist will definitely determine that the child has simply memorized ready-made answers to questions.

Thus, it should be remembered that in such a complex matter as education, nothing can be achieved with a one-time effort. Consequently, only constant systematic work can ensure good results. It is difficult to name specific tasks and tests that will be included in the interview, since they are usually determined in accordance with the specifics of the school or class. After all, there are special schools with in-depth study of subjects, schools where some school disciplines do not begin in the fifth, seventh, etc. grades, but already from the first year of study, children are introduced to such a complex subject as a foreign language, or are studied in more depth mathematics. There are also special gymnasium classes, the conditions for admission to which are more strict than to regular, general education classes.

Therefore, it is impossible to say with certainty which tests your child will be asked at the admission interview. However, the basis of any tasks will be the arsenal of knowledge, skills and abilities that a preschooler must master in order to enter school and study successfully there.

How do you know if your child is ready for school?

By the beginning of school, the child should have developed:

* elementary mathematical concepts.

He should know:

Composition of the numbers of the first ten (from individual units and from two smaller numbers);

How to get the number of the first ten by adding one to the previous one and subtracting one from the next one in the series;

Numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9;

Signs +, -, =, >,<;

Name of the current month, sequence of days of the week;

He must be able to:

Name numbers in forward and reverse order;

Correlate the number and number of objects;

Compose and solve one-step problems involving addition and subtraction;

Use arithmetic symbols;

Measure the length of objects using a conventional measure;

Compose larger figures from several triangles and quadrilaterals;

Divide a circle or square into 2 and 4 parts;

Use a piece of checkered paper to guide you.

* speech children should be able to:

Construct complex sentences of different types;

Compose stories based on a picture, a series of pictures, short fairy tales;

Find words with a certain sound;

Determine the place of sound in a word;

Make sentences of 3-4 words;

Divide simple sentences into words;

Divide words into syllables (parts);

Distinguish between different genres of fiction: fairy tale, short story, poem;

Independently, expressively, consistently convey the content of small literary texts, dramatize small works.

* ideas about the surrounding world:

Be able to distinguish plants common in a given area by their appearance;

Have an idea of ​​seasonal natural phenomena;

Know your home address, last name, first name, and patronymic of your parents.

Is it possible to determine a child’s psychological readiness for school?

1. Social and psychological readiness for school:

Educational motivation (wants to go to school; understands the importance and necessity of learning; shows a pronounced interest in acquiring new knowledge);

Ability to communicate with peers and adults (the child makes contact easily, is not aggressive, knows how to find a way out of problematic communication situations, recognizes the authority of adults);

Ability to accept a learning task (listen carefully, clarify the task if necessary).

2. Development of school-significant psychological functions:

Development of small muscles of the hand (the hand is well developed, the child confidently wields a pencil and scissors);

Spatial organization, coordination of movements (the ability to correctly determine above - below, forward - backward, left - right);

Coordination in the eye-hand system (the child can correctly transfer into a notebook the simplest graphic image - a pattern, a figure - visually perceived at a distance (for example, from books);

Development of logical thinking (the ability to find similarities and differences between different objects when comparing, the ability to correctly combine objects into groups according to common essential features);

Development of voluntary attention (the ability to maintain attention on the work at hand for 15-20 minutes);

Development of voluntary memory (the ability for indirect memorization: to associate the memorized material with a specific symbol /word - picture or word - situation/).

How to choose the right school for your child?

When sending their child to school, parents must understand what they want to get from the educational institution to which they send their child. Some want the child to be erudite and have a lot of knowledge. Others, so that their heir has a high level of competence: knows how to study, work with information, and conducts research work. Still others, having a child with poor health, want to educate him in a school where, along with educational programs, health programs are also implemented.

In addition, the following must also be taken into account. They say that you should choose a teacher, not a school. This is not entirely true, although in elementary school a teacher is a king and god for a child. But the overall atmosphere in the school is more important.

Inside the school you need to look at the condition of the toilets and cafeteria. If there are advertisements on the stands that were written six months ago, obviously not everything is in order within these walls.

You can meet with the director and look at the general culture and level of friendliness of this person. You can try walking along the corridors of schools in your area (in my opinion, it is better for a child to study in an elementary school close to home) and listen to whether the teachers there shout at the children or not.

It is also important that the child has the opportunity to express himself and receive approval, if not in studies, then in creations, or sports, etc. People around you should know about this. Then the child will not have an inferiority complex. And some parents, having bought a large chocolate bar and given it to the cleaning lady, learn from her the characteristics of all the teachers.

Should a child be sent to 1st grade from the age of six or seven?

It is impossible to answer this question unequivocally, since it is necessary to take into account a number of factors that determine a child’s readiness for learning. It is how much the child is developed physically, mentally, mentally and personally, as well as the state of the child’s health, that will determine at what age he needs to start school. The whole complex of factors that determine the level of development of a child is important, at which the requirements of systematic education will not be excessive and will not lead to impairment of his health.

Let us recall that children who are not prepared for systematic learning have a more difficult and longer period of adaptation to school; they are much more likely to exhibit various learning difficulties; among them there are significantly more underachievers, and not only in the first grade.

According to the sanitary and epidemiological rules SanPin 2.42.1178-02 “Hygienic requirements for learning conditions in general education institutions,” children of the seventh or eighth year of life are admitted to the first grades of schools at the discretion of the parents based on the conclusion of the psychological, medical, and pedagogical commission (consultation) on the child’s readiness to learning.

A prerequisite for admitting children in their seventh year to school is that they reach at least six and a half years of age by September 1. Education for children under six and a half years old at the beginning of the school year is carried out in a kindergarten.

How can you help your child adapt to school more easily?

Wake up the child calmly. When he wakes up, he should see your smile. Don’t rush him in the morning and don’t push him over trifles. There is no need to reproach him for mistakes, even if you warned him yesterday.

Do not say goodbye under any circumstances, warning: “Be careful not to play around!”, “Behave well!”, “So that there are no bad grades today!” etc. Wish your child good luck, encourage him, find a few kind words - he has a difficult day ahead.

After listening to the teacher’s remark, do not rush to scold him; try to have your conversation with the teacher take place without the child. By the way, it’s always a good idea to listen to both sides and not rush to conclusions.

After school, do not rush to sit your child down to do homework; 2-3 hours of rest, preferably sleep, are needed. The best time to prepare homework is from 15 to 17 hours.

Don't force students to do their homework in one sitting. After 15-20 minutes of exercise, 10-15 minutes of “break” are needed - preferably moving.

When preparing lessons, do not sit “over your head”, give the child the opportunity to work on his own, but if your help is needed, be patient. Contact him calmly: “Don’t worry, everything will work out, let’s figure it out together. I will help". Praise, even if something doesn’t work out, is necessary.

When communicating with your child, try to avoid the conditions: “If you do it, then...” Sometimes the conditions become impossible to fulfill through no fault of the child, and you may find yourself in a difficult situation.

Remember that during the school year there are critical periods when it is more difficult to study, fatigue sets in faster, and performance is reduced. This is the first 4-6 weeks after classes start, the end of the school year, or the first week after winter break. During these periods, you should be especially attentive to the child’s condition.

Do not ignore your child's complaints about headaches, fatigue and poor health. Most often, these are objective indicators of learning difficulty.

Keep in mind that even older children love bedtime stories, songs, and other signs of affection. All this calms them down and helps them relieve tension and fall asleep peacefully. Try not to think about troubles before going to bed, or discuss tomorrow’s test.

How to properly organize a first-grader’s workplace?

1. Landing- children should sit straight, without touching the table with their chest.

The entire feet are on the floor or stand, the head is tilted slightly to the left (to the right for those who are left-handed.

2.Pencil position- the pencil is held with three fingers: thumb, index and middle, and the ring and little fingers are bent to the palm. Keep your fingers at a distance of 1-1.5 cm from the rod.

3.Notebook position- place the notebook so that the beginning of the line on the page where the work is being done is in the middle of the chest, the distance from the notebook to the eyes should be at least 33 cm

4.Hand position when writing- the writer’s hands should lie on the table so that the elbow of the right hand protrudes slightly beyond the edge of the table and the right hand moves freely along the line, and the left hand lies on the table and holds the worksheet from below.

5. Good illumination of the workplace. – the lamp should be on the left side of the child (for right-handers).

6. Desk– First of all, the child’s growth is taken into account. If the desk and chair correspond to the student’s height, it is much easier for the child to study, and he remains productive and active longer. To determine whether the height of the table and chair is suitable for the student’s height, use the “right angle” rule. It is known that with the correct landing, a person can see two right angles. The first is formed at the knee by the shin and femur, and the second - at the elbow by the shoulder and forearm, if the hands lie on the surface of the table.

How to carry out phonemic analysis of a word?

A modern school requires from children entering grade 1 the ability to act mentally, to analyze and generalize. Proper preparation for language learning is realized at the level of sound analysis of the word.

Sound analysis is:

Determining the order of sounds in a word

Isolating individual sounds

Distinguishing sounds by their qualitative characteristics.

We offer you reference material on sound-letter analysis of words.

SIGNS OF VOWEL SOUNDS

2.When pronouncing vowels, the air coming out of the mouth does not meet any obstacles.

3. As many vowels as there are in a word, there are as many syllables in the word.

4.Indicated in red.

5. Soften the consonant: I, E, Yu, I.

SIGNS OF CONSONANT SOUNDS

1. Pronounced with noise.

2. When pronouncing consonant sounds, the air coming out of the mouth encounters a barrier in the form of the tongue, teeth, lips.

3. A consonant sound can be hard or soft.

4. A hard consonant is indicated by BLUE, a soft consonant by GREEN.

5.Always firm: W F C

6.Always soft:

THE CONSONANT WILL ALWAYS BE

Hard (blue) Soft (green)

If after a consonant it stands -if after a consonant it stands

A O U Y Y E I E I Y

If acc. stands at the end of the word - if after acc. costs b

Always hard: Sh Zh Ts - always soft: Ch Y Shch

SOUND-LETTER ANALYSIS SCHEME

Aurally say the word (POWER)

What is the first sound in a word?

What color is it indicated by?

Mark it with a green dot on a piece of paper.

What is the second sound, mark it with a red dot.

Which third one is marked in blue.

Which is the fourth, indicate in red.

How many consonants are there in a word? Name them.

How many vowels are there in a word? Name it.

How many sounds are there in a word?

Reading: harm or benefit...

Teaching a child to read is one of the main conditions for successful early childhood development. Parents often ask teachers questions about when it is time for a child to read, and how to teach him to read. At what age should a child be taught to read? How long does it take for a child to master reading? Is it necessary to teach a child to name letters? What method of teaching a child to read is more effective? Let's try to understand these issues.

Supporters of most existing methods of teaching children to read guarantee one hundred percent results. However, none of them analyzes cases of children who are not very successful in their education. It would be foolish to deny the positive aspects of various teaching methods. However, some children do not learn to read until they are 7 or 8 years old, or they make specific errors while reading (dyslexia).

What can become an obstacle to a child learning to read?

Letter by letter reading. Parents who do not know how to teach reading correctly teach their child the letters: “A - Be - Ve - Ge - De...”. During the learning process, the child remembers the names of letters. But when parents begin to teach the baby to put letters into words, the simple word “mom” sounds like “ME-A-ME-A” and the child does not understand which word he read. The word read is not similar to the one the baby is used to hearing. Learning to read turns into cramming. Both parents and children feel disappointed with such training.

Mechanical reading. Often, in the process of learning to read, parents do not show or explain to the child pictures or objects whose names he has just read. Therefore, the child cannot explain the word or phrase read.

Individual characteristics of child development. Reading is a complex process that depends on the joint work of several areas of the cerebral cortex. Underdevelopment or damage to one area of ​​the brain can lead to the fact that the child’s reading skill will appear much later or will be impaired, up to the complete impossibility of mastering reading (Alexia). One of the main tasks in the reading process is performed by the occipital and occipital-parietal areas of the cortex, which are responsible for visual perception. These areas mature later than other areas of the cerebral cortex. If the development of these areas of the brain is delayed, then in order to successfully teach a child to read, he will have to use other perception systems (tactile sensitivity, general movements). For example, Maria Montessori suggested that children remember the outline of “rough” letters cut out of sandpaper by “writing” them with their fingers.

Development problems. A child with mental retardation and reduced visual acuity is less likely to learn to read early than his healthy peer. However, reading can help a child with developmental problems. Early teaching of a child to read promotes speech development in non-speaking children, as well as in children with hearing impairments and communication problems. There are cases where children with early childhood autism syndrome mastered reading 20–30 new words every day thanks to their phenomenal visual memory.

Certainly! There is no method of teaching reading that is equally effective for every child. This does not mean that you should jump from one method of teaching reading to another. There are many ways to teach a child to read. You may want to develop a personalized reading program for your child.

How long does it take to teach a child at home?

The duration of daily home lessons to develop the cognitive abilities of first-graders (on the individual recommendation of the teacher) should not exceed 30 minutes. Remember that for a 6-7 year old child, play is the main way of understanding the world around him. Therefore, it is necessary to include game elements in classes.

What activities are useful for a child while preparing for school?

1. Development of small muscles of the hand:

Working with different types of constructors;

Working with scissors, plasticine;

Drawing in albums (pencils, paints).

2. Development of cognitive abilities (development of memory, attention, perception, thinking).