From the author: A child’s enrollment in school changes the child’s entire way of life. If earlier they loved him simply because he was “Vasya Pugovkin,” now the child needs to “earn” grades, adapt to the norms and rules of the school. Parents often tell preschoolers: “When you grow up, you’ll go to school.” The child begins to perceive school as an image of an adult. When preschoolers say that they “want to go to school,” they do not fully understand what that means. Therefore, when children draw a school, often only the school building is depicted, because... They don’t quite understand how the school process works. A child’s enrollment in school changes the child’s entire way of life. If earlier they loved him simply because he was “Vasya Pugovkin,” now the child needs to “earn” grades and adapt to the norms and rules of the school. The situation is changing at home: a child who lived in an atmosphere of complete acceptance discovers the importance of school in the eyes of adults, responsibility and new responsibilities. Accepting the new role of a schoolchild is one of the main acquisitions of first-graders. Educational activity is socially significant and puts the student in a new position in relation to adults and peers, changes his self-esteem, and rebuilds relationships in the family. Schoolchildren learn to follow new rules: come to school on time, prepare homework, pack a schoolbag, and overcome difficulties in academic work. Fulfilling school duties shapes the child’s character, will, expands the range of interests, and determines the development of their abilities. The teacher’s personality has a huge influence on schoolchildren. His position is different from the kindergarten teacher, who partially fulfills the maternal role. Relations with the teacher are businesslike, discreet and subject to school rules. The teacher is more authoritative for children than the teacher because he uses grades. Replacing marks with pictures of suns and clouds does not change the essence of the assessment. The assessment can be a verbal “Well done” or “You tried hard.” A child will develop full-fledged business cooperation with adults only by the end of primary school. Young schoolchildren's relationships with their peers change and now children also evaluate each other based on the teacher's assessments. For example, “Kolya is a poor student - he’s a failure, but Anya is an excellent student, which means she’s good.” Schoolchildren's friendship is usually built on the basis of casual interests: they sit at the same desk or live in the same house, for example. Parents can help their child adapt to school more easily: All school supplies, work space, etc. organized with the participation of the child. The child realizes that his opinion is important, it is taken into account, now he has the proud status of “Schoolchild.” Psychological fairy tales help well. There are a lot of them now, for every taste. For example, “Forest School”, correctional fairy tales by M. Panfilovo, gently teach behavior at school. You should not analyze and push your child to certain conclusions after reading a fairy tale. The whole point of fairy tales is that children will draw the right conclusions on their own in an unobtrusive manner. Your warm relationship with your child should not be determined by school performance. Sometimes when a child enters school, all conversations in the family come down to grades. This behavior of parents is dangerous because the child develops the idea that “he is good only if his grades at school are good.” This approach creates a strong stressful situation for the child, and when we are stressed, worried, afraid of not living up to expectations, the results worsen. Make the morning of your young schoolchild the most wonderful time of the day. Be gentle, turn on music, hug in the morning, prepare aromatic breakfasts, leave enough time for getting ready. When walking your child to school, tell him something pleasant, not related to school, wish him a good day, tell him you love him, etc. Variants of warnings such as “Look, you don’t get a bad mark!” or “Don’t do anything!” increase the child’s tension, rather than setting him up for victory. When picking up a child from school, you should not immediately ask about school affairs and.