Natalya Zueva
Preparing children for school in accordance with the Federal State Educational Standard for Preschool Education
What is the distinguishing feature Federal State Educational Standard for Preschool Education? For the first time in history preschool childhood has become a special self-valuable level education whose main goal is the formation of a successful personality.
key setting the standard - supporting diversity childhood through the creation of conditions for the social situation of the assistance of adults and children for the development of the abilities of each child.
What should be a kindergarten graduate in standard?
A child - a graduate of a kindergarten should have personal characteristics, among them initiative, independence, self-confidence, a positive attitude towards himself and others, developed imagination, the ability to volitional efforts,
curiosity and I want to note that the main goal early childhood education is not preparation for school and its adaptation in society. Such a child is ready for perception and learning in school.
And how way GEF DO provides preparing children for school? AT according to the Standard not a child should be ready for school, a school - to the child! All the efforts of teachers are aimed at ensuring that children at the exit from kindergarten do not feel neurotic in the first grade, but are able to calmly adapt to school conditions and successfully learn educational elementary schools. Wherein school must be prepared for different children. Children are always different and in these differences and diverse The experience of the first years of life lays the great potential of every child.
The purpose of the kindergarten is to develop the child emotionally, communicatively, physically and mentally. To form resistance to stress, to external and internal aggression, to form abilities, a desire to learn. At the same time, it should be borne in mind that today's children are not the same as they were yesterday.
The task of the kindergarten is to create conditions for the inclusion of parents of future first graders in the process preparing a child for school, through the acquaintance of parents with the criteria for readiness children to school, awareness of parents about the problems of first-graders (in the period of adaptation to school) their reasons. We must offer parents practical advice and guidance on preparing a child for school. And I'm like a teacher preparatory group, I propose ways to educate the future first grader.
My kids are one more year older. Now they
pupils preparatory group, the oldest in kindergarten.
Very soon in school! How a child's education will turn out in the first grade depends largely on common efforts. How will the child meet school, will largely depend on what attitude to he will do well in school what expectations will be formed. Formation of the desire to become disciples is the enrichment of the overall development preschooler, creating a positive psychological setting for a new stage of life. The seriousness of the family preparing a child for school should be based on the desire to form in the child a desire to learn a lot and learn a lot, educating children in independence, interest in school, benevolent attitude towards others, self-confidence, lack of fear to express their thoughts and ask questions, be active in communicating with teachers.
What characterizes an independent child? Senior Independence preschooler manifests itself in his ability and desire to act, in his readiness to seek answers to emerging questions. Independence is always associated with the manifestation of activity, initiative, elements of creativity.
An independent child is, first of all, a child who, as a result of the experience of successful activity, supported by the approval of others, feels confident. The whole situation schooling(new requirements for the behavior and activities of the student, new rights, duties, relationships) is based on the fact that over the years preschool childhood, the child formed the foundations of independence, elements of self-regulation, organization. The ability to relatively independently solve available problems is the prerequisite for the social maturity necessary in school.
Experience shows that a first grader who has not developed this quality experiences school serious neuropsychic overload. New situation, new requirements cause him a feeling of anxiety and self-doubt. The habit of constant guardianship of an adult, the performing model of behavior that has developed in such a child in preschool childhood, prevent him from entering the general rhythm of the class, make him helpless in completing assignments. Ill-conceived tactics of education, the desire of an adult, even with the best of intentions.
Constantly taking care of and helping the child in elementary matters in advance create serious difficulties for his learning. Adaptation to school of such children drags on considerably.
Intellectual readiness - includes the knowledge base of the child, the presence of special skills and abilities (the ability to compare, generalize, analyze, classify the information received, have a sufficiently high level of development of the second signaling system, in other words, speech perception). Mental skills can also be expressed in the ability to read, count. However, a child who reads and even knows how to write is not necessarily good at all. prepared for school. Much more important to teach preschooler competent retelling, the ability to reason and think logically.
Social readiness is the child's attitude to work and cooperate with other people, in particular adults, who have taken on the role of teachers-mentors. Having this component of readiness, the child may be attentive for 30-40 minutes, he can work in a team. Having got used to certain requirements, the manner of communication of teachers, children begin to demonstrate higher and more stable learning results.
Motivational readiness - implies a reasonable desire to go to school. In psychology, there are different motives for the child's readiness for school: game, cognitive, social. Child with play motive ("There are a lot of guys, and it will be possible to play with them") not ready to learn school. The cognitive motive is characterized by the fact that the child wants to learn something new, interesting. This is the most optimal motive, having which, the child will be successful in the first grade and during the period of education in primary school. school. The social motive is characterized by the fact that the child wants to acquire a new social status: become schoolboy, have a portfolio, textbooks, school supplies, your workplace. But one should not start from the fact that only the cognitive motive is the most basic, and if the child does not have this motive, then he cannot go to school. school. By the way, primary teachers schools are focused on the game motive and in many respects their activities, and the learning process is carried out using game forms.
Start school life is a serious test for children, since it is associated with a sharp change in everything child's lifestyle. He must get used to:
To a new teacher;
To a new team
to new requirements;
For daily duties.
And every child, without exception, goes through the process of adaptation to school(adaptation process). And naturally, the more the child has the necessary skills, qualities, the faster he will be able to adapt. But for some children school requirements, turn out to be too difficult, and the routine is too strict. For them, the period of adaptation to school can be traumatic. What are the problems facing first graders at this time? Where do these difficulties come from? And can they be avoided? Many difficulties can be avoided if timely pay attention to them.
Most of the possible origins school difficulties and troubles are often hidden in preschool childhood. The reasons:
Parents of a child under 6-7 years old age:
Not so often pay attention to the development of the child “Yes, he still has time to learn, for this there is a school!» ) after all, many parents argue like that;
They do not pay attention to the peculiarities of his communication with surrounding adults and peers ( "It will pass with time...",
The presence or absence of a desire to learn (“gets involved,
grow up, you see, and everything will pass,
They do not teach the child to control their emotions, actions, to obey the requirements the first time.
As a result of which children, it turns out that important components are not formed school readiness.
What a child needs to know and be able to enter school:
1. Your first name, patronymic and last name.
2. Your age (preferably date of birth).
3. Your home address.
4. Your city, its main attractions.
5. The country in which he lives.
6. Surname, name, patronymic of parents, their profession.
7. Seasons (sequence, months, main signs of each season, riddles and poems about the seasons).
8. Domestic animals and their cubs.
9. Wild animals of our forests, hot countries, the North, their habits, cubs.
10. Transport land, water, air.
11. Distinguish between clothes, shoes and hats; wintering and migratory birds; vegetables, fruits and berries.
12. Know and be able to tell Russian folk tales.
13. Distinguish and correctly name planar geometric figures: circle, square, rectangle, triangle, oval.
14. Freely navigate in space and on a sheet of paper (right - left side, top, bottom, etc.)
15. Be able to fully and consistently retell the listened story, compose, come up with a story from the picture.
16. Distinguish between vowels and consonants.
17. Divide words into syllables according to the number of vowels.
18. Use scissors well (cut strips, squares, circles, rectangles, triangles, ovals, cut an object along the contour).
19. Possess a pencil: without a ruler, draw vertical and horizontal lines, draw geometric shapes, animals, people, various objects based on geometric shapes, carefully paint over, hatch with a pencil, without going beyond the contours of objects.
Preparing children to the letter begins long before the child enters school. AT preparatory group is given special attention.
Positive impact on training hands to the letter renders coloring book. For this purpose, you can use ready-made coloring books. When performing such tasks at home, it is necessary convert child's attention to image it was painted over quite carefully, evenly and neatly.
Helps the development of graphic skills performing various tasks related to hatching. Hatching is performed under the guidance of an adult. Mom or dad show how to draw strokes, control the parallelism of the lines, their direction, the distance between them. For hatching exercises, you can use ready-made stencils with depiction of objects.
21. Be able to listen carefully, without being distracted.
22. Maintain a slender, good posture, especially when sitting.
Tips for parents:
Develop perseverance, diligence of the child, the ability to bring things to the end.
Form his mental abilities, observation, inquisitiveness, interest in knowing the environment. Make riddles for your child, make them together with him, conduct elementary experiments. Let the child talk aloud.
If possible, do not give the child ready-made answers, make him think, explore.
Put the child in front of problem situations, for example, invite him to find out why yesterday it was possible to sculpt a snowman out of snow, but not today.
Talk about the books you read, try to find out how the child understood their content, whether he was able to understand the causal relationship of events, whether he correctly assessed the actions of the characters, whether he is able to prove why he condemns some heroes and approves others.
Be attentive to the child's complaints.
Teach your child to keep their belongings in order.
Do not scare your child with difficulties and failures in school.
Teach your child the right way to deal with failure.
Help your child gain a sense of self-confidence.
Teach your child to be independent.
Teach your child to feel and be surprised, encourage his curiosity.
Strive to make every moment of communication with the child useful.
Targets at the completion stage
preschool education:
the child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research activities, design, etc.; is able to choose his occupation, participants in joint activities;
the child has installation a positive attitude to the world, to different types of work, to other people and to oneself, has a sense of dignity; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;
the child has developed imagination, which is realized in different types of activities, and above all in the game; the child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms;
the child is fluent enough in oral speech, can express his
By the end of preschool age, the child becomes ready to accept a new social role for him as a schoolchild, to master new (educational) activities and a system of specific and generalized knowledge. Otherwise, he develops psychological and personal readiness for systematic schooling.
It should be emphasized that these changes in the child's psyche, important for the further development, do not occur by themselves, but are the result of a purposeful pedagogical influence. It has long been noted that the so-called "disorganized" children, if the necessary conditions are not created in the family, lag behind their peers attending kindergarten in their development.
Some authors propose to abandon the task of preparing preschoolers for school, since this, in their opinion, "denies the inherent value of living in the era of childhood." It's hard to agree with this. First, any period of a person's life has intrinsic value and uniqueness. Secondly, mental development is a staged process that has a cumulative (accumulative) character. This means that the transition to a higher stage of development is possible only when the necessary prerequisites for this are formed at the previous stage - age-related neoplasms. If by the end of the age period they are not formed, then in this case they speak of a deviation or developmental delay. Therefore, preparing a child for the school period of development is one of the most important tasks of preschool education and upbringing. Thirdly, the main condition for full development in childhood is purposeful and conscious guidance from adults - teachers and parents. And this, in turn, is possible only when work with a child is based on a clear understanding of the patterns of mental development and the specifics of subsequent age stages, knowledge of what age-related neoplasms are the basis for the child's further development.
Preparing a child for school is one of the most important tasks of teaching and educating preschool children, its solution in unity with other tasks of preschool education makes it possible to ensure the holistic harmonious development of children of this age.
As practice shows, the formation and objective assessment of the required level of school readiness is impossible without the active participation of educators and parents, and for this they need certain knowledge about the characteristics of older preschool children, ways to form school readiness and possible difficulties at the beginning of school education. In order to answer the most frequently asked questions of parents of future first-graders, to help them properly organize classes with preschoolers, you can organize a system of events in the form of group (parent-teacher meetings, round tables, organizational and activity games, etc.), individual (interviews) consultations , to involve a preschool psychologist in work with parents.
Preparing children for schooling begins long before entering school and is carried out in kindergarten classes based on the activities familiar to the child: games, drawing, construction, etc.
A child can acquire knowledge and ideas about the world around him in a variety of ways: by manipulating objects, imitating others, in visual activity and in play, in communication with adults. Whatever activity the child is engaged in, there is always an element of cognition in it, he constantly learns something new about the objects with which he acts. It is important to remember that at the same time, he does not have a special task of knowing the properties of these farts and how to act with them, the child faces other tasks: draw a pattern, build a house out of cubes, mold an animal figure from plasticine, etc. knowledge is a by-product of his activity.
The activity of the child takes the form of teaching, learning activity when the acquisition of knowledge becomes the conscious goal of his activity, when he begins to understand that he is performing certain actions in order to learn something new.
In a modern mass school, education has a class-lesson form, while the activities of students are regulated in a certain way (the student is required to raise his hand if he wants to answer or ask the teacher about something, he must stand up when answering, during the lesson you can’t walk around the classroom and do outsiders affairs, etc.) In the recent past, in preschool institutions, the preparation of children for school and the formation of educational activities were reduced to developing in children the skills of school behavior in the classroom: the ability to sit at a desk, answer the teacher’s questions “correctly”, etc. Of course, if a preschooler enters the first grade of a school operating according to the traditional system, he needs the skills of educational work. But this is not the main thing in the formation of readiness for educational activities. The main difference between educational activities and others (games, drawing, construction) is that the child accepts the educational task and his attention is focused on ways to solve it. At the same time, a preschooler can sit at a desk or on a carpet, study individually or in a group of peers. The main thing is that he accepts the learning task and, therefore, learns. It should be noted that the content of education in the first grade and in the preparatory and senior groups of the kindergarten largely coincides. So, for example, children of the senior and preparatory groups have a fairly good command of the sound analysis of the word, I know the letters, they can count within 10, they know the basic geometric shapes. In fact, in the first half of the school year, the knowledge that students receive in the classroom, for the most part, was known to them even in the preschool period. At the same time, observations of the adaptation of kindergarten graduates to school conditions show that the first half of the year at school is the most difficult. The thing is that the basis of the assimilation of knowledge in the conditions of a mass school is based on other mechanisms than it was before in the types of activities familiar to the child. At school, mastering knowledge and skills is a conscious goal of the student's activity, the achievement of which requires certain efforts. In the preschool period, knowledge is acquired by children mostly involuntarily, classes are built in an entertaining form for the child, in the usual activities for him.
When preparing a child for school, it is not enough just to develop memory, attention, thinking, etc. The individual qualities of the child begin to work to ensure the assimilation of school knowledge, that is, they become educationally important when they are specified in relation to educational activities and the content of education. So, for example, a high level of development of figurative thinking can be considered as one of the indicators of school readiness when the child has developed the ability to analyze complex geometric shapes and synthesize a graphic image on this basis. A high level of cognitive activity does not yet guarantee sufficient motivation for learning; it is necessary that the cognitive interests of the child be associated with the content and conditions of school education.
Teaching motives.
The formation of motives for learning and a positive attitude towards school is one of the most important tasks of the teaching staff of the kindergarten and the family in preparing children for school.
The work of a kindergarten teacher in shaping the motives for learning and a positive attitude towards school in children is aimed at solving three main tasks:
1. the formation of correct ideas about school and teaching in children;
2. formation of a positive emotional attitude towards school;
3. formation of learning experience.
To solve these problems, I use various forms and methods of work: excursions to the school, conversations about the school, reading stories and learning school poems, looking at pictures reflecting school life and talking about them, drawing the school and playing school.
Stories and poems about the school are selected in such a way as to show children the different aspects of school life: the joy of children going to school; the importance and significance of school knowledge; the content of schooling; school friendship and the need to help school mates; rules of conduct in the classroom and at school. At the same time, it is important to show children the image of a "good student" and a "bad student", to build a conversation with children on a comparison of patterns of correct and incorrect (from the point of view of the organization of schooling) behavior. Children of senior preschool age perceive with interest and better remember texts with humorous content.
When organizing a game at school, you can use plots of various contents: playing at school after an excursion to a lesson in grade 1 (consolidating the acquired knowledge and ideas), modeling the school of the future (forming an emotional attitude towards school, developing creative imagination and freedom of thinking. In the plot of the game, you can to play the role of Dunno - a student who does not want to learn, interferes with everyone, violates the established rules.
The family plays a decisive role in the formation of the motives for learning and the actual educational motives in the preschooler. Interest in new knowledge, elementary skills in searching for information of interest (in books, magazines, reference books), awareness of the social significance of school teaching, the ability to subordinate one’s “I want” to the word “must”, the desire to work and bring the work started to the end, the ability to compare the results of one’s work with a model and see their mistakes, the desire for success and adequate self-esteem - all this is the motivational basis of school teaching and is formed mainly in the conditions of family education. If family education is built incorrectly (or is absent altogether), positive results cannot be achieved by the efforts of a preschool institution alone.
Acceptance of a learning task.
The acceptance of a learning task means that the teacher's task has acquired a "personal meaning" for the child, has become his own task. At the same time, the child himself determines the level of achievement acceptable for him in the activity (whether he will perform the task in the best way, or will he be limited to the average level, or will not perform at all), a predominant orientation is formed on speed (perform the task as quickly as possible) or on quality ( perform as accurately as possible, without errors).
Acceptance of a learning task includes two points: the desire to complete the task set by the teacher, i.e., accepting the task "for oneself" (the personal aspect of accepting the task) and understanding the task, i.e., understanding what needs to be done and what should happen as a result of completing the task (the cognitive aspect of task acceptance).
In this case, the following options are possible:
1. the child accepts and understands the task (wants to complete the task and understands what needs to be done);
2. the child accepts, but does not understand the task (wants to complete the task, but does not understand well what to do);
3. the child does not accept, but understands the task (understands what needs to be done, but does not want to complete the task);
4. the child does not accept and does not understand the task (does not want to complete the task and does not understand what to do).
In order to determine the reason for the insufficient development of the ability to accept the task, one needs to pay attention to the development of learning motives (task acceptance) and mental abilities: the level of generalization and learning ability (task understanding).
Understanding the task set by an adult is formed in the joint activity of the child and the adult, first in practical activity (understanding the practical task), then in educational-playing and educational (understanding the educational task). A practical task is different from a learning task. When solving practical problems, the child's attention is focused on the result ("what needs to be done?"), in the educational problem - on the methods of solving it ("how, in what way is this done?"). At the same time, the child understands that he is performing this or that action in order to learn how to perform it correctly.
A task (practical and educational) can be set before a child in two ways: in the form of a visual model (a finished drawing, building, etc., which are used as a model for actions) or in verbal form.
When setting a task for a child, it is necessary to clearly identify:
1. what needs to be done (goal setting);
2. how to do it (methods of action are set);
3. what should happen (result parameters are set).
After the task is completed, it is necessary to determine together with the child whether the result meets the given standard, whether the methods that were proposed by adults were used, and to give an overall assessment of the work.
In order for the task of an adult to become the task of a child and help him manage his activities, control actions and correctly evaluate the result himself, it is necessary:
So that he first repeats the task formulated by the adult aloud (at this time, the adult checks the correct understanding of the task and corrects if there are errors and inaccuracies);
- then he repeated to himself - in a whisper and "mentally".
And only after that you can start the task. If errors or deviations from the set parameters occur, there is no need to rush to repeat the task for the child again, let him remember and do it himself.
After the child learns to accept and understand the tasks set by adults in practical activities, one can proceed to educational tasks in which the child's attention is drawn to new ways of performing actions and the need to master them.
Introductory skills.
The success of teaching children enrolled in the 1st grade of a school is largely determined by the presence of certain elements of learning in them and the ways in which they perform educational activities (introductory skills).
Introductory Skills:
1. Speech knowledge and skills:
- knowledge of letters, ability to read;
- sound analysis of the word;
- construction of a phrase;
- vocabulary;
- phonemic awareness;
- sound pronunciation.
2. Mathematical knowledge and representations:
- counting within 10 (direct and reverse);
- the composition of the number, the solution of arithmetic problems with "+" and "-";
- idea of the shape (square, circle, triangle, rectangle, oval);
- spatial representations (top - bottom, right - left).
3. Study skills:
- landing at the table (desk);
- method of holding the writing object;
- orientation on the page in a notebook, book;
- the ability to listen and carry out the task of the teacher;
- knowledge and implementation of the rules of conduct in the lesson (lesson).
One of the tasks of preparing children for schooling is to develop in the child some knowledge and introductory skills necessary for mastering the program material. Without this knowledge and skills, children experience significant difficulties from the first days of schooling and require individual work with them.
The ability to listen and follow the instructions of the teacher is one of the prerequisites for successful learning in any elementary school program. You can determine how developed this skill is by observing the child during classes in kindergarten. At the same time, we pay attention to such features of the behavior of a preschooler:
Does he listen carefully to an adult;
- whether he listens to the task to the end, does not interrupt and does not begin to complete the task without listening to it;
- tries to follow the instructions of an adult as accurately as possible;
- asks questions if he did not understand or forgot something in the process of execution;
- whether he recognizes the authority of an adult and is positively disposed to interact with him.
Graphic skill.
In a kindergarten, children acquire graphic skills in the visual arts, and small hand movements develop in the process of designing and performing labor activities. But these classes are not enough to prepare the hand for writing; a well-thought-out system of special classes and exercises is needed to develop graphic skills in children not only in kindergarten, but also at home.
In the preparatory group, the children are given the actual graphic tasks, first simple (circling the element of the letter by dots), then more complex (writing the element of the letter on their own). At the same time, it is important to draw the attention of the child to the fact that he already knows a lot and he is doing much better than at the beginning. Paying attention to success in graphic activity, thereby an adult stimulates the child's interest in writing exercises, in writing.
The maturity of fine motor skills of the hands ensures the accuracy of graphic actions due to muscle control. This is the dexterity of the fingers and hands, the coordination of their movements. For the development of fine motor skills of the hands, the following techniques and exercises are used:
Hand massage;
- finger gymnastics and finger games;
- clay crafting;
- performing movements with small objects (mosaic, constructor, tying ropes, fastening buttons, cutting with scissors);
- performance of "twisting" movements (tightening nuts in the constructor);
- special exercises to prepare the hand for writing.
The child acquires the experience of graphic movements by performing various types of hatching, drawing, copying drawings, tracing contours using dots and dotted lines. At the same time, the correct methods of action are taught: to draw a line from top to bottom and from left to right; hatch evenly, without spaces, without leaving the contour.
Level of generalizations (prerequisites for logical thinking).
By the end of preschool age, in familiar areas of reality, children can make logically correct generalizations based on visual signs, they also begin to use verbal generalizations. The child masters a higher level of generalizations and uses them in communication and activities. L. S. Vygotsky called these generalizations potential concepts, since in their form they are concepts (children use the same generalizing words as adults and use them correctly), but by their very nature they are complexes, they include external visual signs and communication objects, are practical and functional. For a child, to define an object or concept means to say what can be done with this object. Potential concepts (preconceptions) are the most developed form of complex thinking, which L. S. Vygotsky called a "transitional bridge" to the highest level of development of generalizations - true concepts.
Domestic psychologists (L. S. Vygotsky, A. N. Leontiev, P. Ya. Galperin, and others) showed that mental processes go through a long path of development. At first, they are formed as external, practical actions with objects or their images, then these actions are transferred to the speech plane, carried out in the form of external speech (loud pronunciation and pronunciation in a whisper), and only on the basis, undergoing a series of changes and reductions, they turn into mental actions performed in the form of inner speech. Therefore, it is necessary to gradually form mental actions in children.
Visual analysis of geometric shapes (figurative thinking).
In the mental activity of older preschoolers, three main types of thinking are represented to varying degrees: visual-effective, visual-figurative, logical (conceptual).
In older preschool age, figurative thinking plays a leading role in the cognition of the surrounding reality, which is characterized by the fact that the solution of practical and cognitive problems is carried out by the child with the help of ideas, without practical actions. The child can anticipate future changes in the situation, visualize various transformations and changes in objects, and identify their relationships. Initially, scattered, incomplete, concrete representations become more and more complete, accurate and generalized, while still simple systems of generalized ideas about the surrounding things and phenomena are being formed.
As individual experience accumulates as a result of practical and cognitive activity and the child's communication with others, concrete images of objects acquire an increasingly generalized schematized character. At the same time, the most significant, significant properties and connections come to the fore and constitute the main content of the presentation; non-essential, secondary properties and casual connections are lost.
The generalized and schematized nature of preschoolers' representations makes it possible to widely use a variety of models and schemes for teaching them and forming elementary concepts.
The specificity of the thinking of older preschoolers, its figurative-schematic nature is manifested in the fact that children of 6-7 years of age quite easily understand the schematic images of real objects and phenomena (for example, the plan of a group room or area, etc.) and actively use them in gaming and visual activities. At an intuitive level, they can already find similarities and differences in complex graphic images, group them. The task of the educator at this stage is to teach the child the conscious analysis of graphic images. Insufficient development of visual analysis can subsequently cause errors in reading and writing; replacement of letters similar in spelling, etc., serious difficulties in mastering mathematics.
In the process of specially organized children's activities and training, visual analysis is fairly easy to train. Therefore, one of the most important tasks of the educational work of a kindergarten is to organize the activities of older preschool children in such a way as to ensure the full development of figurative thinking and visual analysis.
Verbal mechanical memory.
A feature of learning in the initial period is that most of the information received by first graders in verbal form from the teacher does not appear to have a logical connection, it is an enumeration of a sequence of operations that need to be performed to solve a particular problem. It has been established that one of the reasons for poor literacy is incorrect or inaccurate verbal reproduction of the rules by children.
The ability to memorize unrelated verbal material reflects the functional state of the cerebral cortex. Therefore, the level of development of verbal mechanical memory is one of the most important indicators of readiness for learning.
Arbitrary regulation of activity.
The main distinguishing feature of a new type of activity for a child is the formation of an arbitrary level of regulation of actions in accordance with specified norms. Insufficient development of this quality complicates the process of assimilation of knowledge and the formation of educational activities. These children are disorganized, inattentive and restless; they poorly understand the explanations of the teacher, make mistakes during independent work and do not notice them; often violate the rules of conduct; can't keep up with the pace of work.
The reasons for the insufficient development of voluntary behavior and activity in children of this age may be different. These are the insufficient development of social motives and the motive of duty, functional disorders in the work of the central nervous system and the brain, the lack of formation of psychological (operational) mechanisms of arbitrary regulation of activity and individual actions. Therefore, the formation of the arbitrariness of activity includes: the development of learning motives; providing conditions for the normal development and functioning of the child's nervous system and strengthening his health; the formation of psychological mechanisms of arbitrariness through the organization of children's activities and the use of special games and exercises.
Learnability.
Learning as a general ability to assimilate knowledge and methods of activity is singled out as the most important condition for the success of a child's education in school. The concept of “learnability” is based on L. S. Vygotsky’s position on the “zone of proximal development of the child”, which determines his ability, in cooperation with an adult, to acquire new knowledge, thus rising to a new stage of mental development.
Learning is a complex integral mental quality that develops primarily in the process of communication between a child and an adult in situations of spontaneous and / or organized learning and is largely determined by the individual characteristics of the child's intellectual and personal development.
© All rights reserved
“School for parents always acts
as a new form of power over their child.
And a child for parents is always a part of themselves,
and the most unprotected part.”
A. I. Lunkov.
The school has recently undergone major transformations, new programs and standards have been introduced, its structure has changed. Ever higher demands are placed on children going to first grade. The development of alternative methods in the school makes it possible to teach children according to a more intensive program.
The most important task of the system of preschool education is the comprehensive development of the personality of the child and his preparation for school. The high demands of life on the organization of upbringing and education intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in line with the requirements of life.
The readiness of the child for school is determined by his general, intellectual, psychological and pedagogical preparation. Psychological readiness for school does not arise in children on its own, but is formed gradually and requires correct pedagogical guidance, that is, specially organized directly - educational activities with the child.
1. Psychological and physiological readiness of the child for schooling.
Preparing children for school is a multifaceted task that covers all areas of a child's life. One of the most important aspects of it is the psychological readiness for school.
2. Preparing a preschooler to study in the family.
The psychological preparation of children for school in the family is absolutely necessary. The following conditions for the full-fledged mental development of the child and his preparation for educational work are distinguished:
The main requirement is the constant cooperation of the child with other family members.
The next condition for successful upbringing and development is the development of the child's ability to overcome difficulties. It is important to teach children to finish what they started. Many parents understand how important it is for a child to want to learn, so they tell the child about the school, about the teachers and about the knowledge acquired at school. All this causes a desire to learn, creates a positive attitude towards school. Next, you need to prepare the preschooler for the inevitable difficulties in learning. The awareness of the surmountability of these difficulties helps the child to correctly relate to his possible failures.
Parents should understand that their own activities are of primary importance in preparing a child for school. Therefore, their role in preparing a preschooler for schooling should not be reduced to verbal instructions; adults should lead, encourage, organize classes, games, child's feasible work.
Another necessary condition for preparing for school and the comprehensive development of the child (physical, mental, moral) is the experience of success. Adults need to create for the child such conditions of activity in which he will definitely meet with success. But success must be real, and praise deserved.
Of particular importance in the psychological development of the student is the enrichment of the emotional-volitional sphere, the education of feelings, the ability to focus on others in their behavior. The growth of self-awareness is most clearly manifested in self-esteem, in how the child begins to evaluate his achievements and failures, focusing on how others evaluate his behavior. This is one of the indicators of psychological readiness for schooling. Based on the correct self-assessment, an adequate reaction to censure and approval is developed.
The formation of cognitive interests, the enrichment of activities and the emotional-volitional sphere are the prerequisites for the successful mastering of certain knowledge, skills, and abilities by preschoolers. In turn, the development of perception, thinking, memory depends on how the child masters the methods of obtaining knowledge and orienting activities, on the direction of his interests, on the arbitrariness of behavior, i.e., volitional efforts.
When preparing for school, parents should teach the child to compare, contrast, draw conclusions and generalizations. To do this, a preschooler must learn to listen carefully to a book, an adult's story, to correctly and consistently express his thoughts, to correctly build sentences.
Parents should remember that the child's need to be read to, even if he has already learned to read on his own, must be satisfied. After reading, it is important to find out what and how the child understood. This teaches the child to analyze the essence of what he read, to educate the child morally, and in addition, teaches coherent, consistent speech, fixes new words in the dictionary. After all, the more perfect the child's speech, the more successful his schooling will be. Also, in shaping the culture of children's speech, the example of parents is of great importance. Thus, as a result of the efforts of parents, with their help, the child learns to speak correctly, which means that he is ready to master reading and writing at school.
A child entering school must also develop an aesthetic taste at the proper level, and here the primary role belongs to the family. Aesthetic taste develops in the process of attracting the attention of a preschooler to the phenomena of everyday life, to objects, the environment of everyday life.
The development of thinking and speech largely depends on the level of development of the game. The game develops the process of substitution, which the child will meet at school when studying mathematics, language. The child learns to plan his actions while playing, and this skill will help him in the future to move on to planning educational activities.
You also need to learn how to draw, sculpt, cut, stick, design. By doing this, the child experiences the joy of creativity, reflects his impressions, his emotional state. Drawing, designing, modeling open up many opportunities for us to teach a child to see, analyze the surrounding objects, correctly perceive their color, shape, size, ratio of parts, their spatial ratio. At the same time, this makes it possible to teach the child to act consistently, plan his actions, compare the results with what is set, conceived. And all these skills will also be extremely important in school.
When raising and teaching a child, one should remember that classes should not be turned into something boring, unloved, imposed by adults and not needed by the child himself. Communication with parents, including joint activities, should give the child pleasure and joy.
3. Pedagogical assistance of the kindergarten in preparing the child for schooling
The role of parents in preparing children for school is enormous: adult family members perform the functions of parents, educators, and teachers. However, not all parents, in conditions of isolation from a preschool institution, can ensure the full, comprehensive preparation of their child for schooling, mastering the school curriculum. As a rule, children who have not attended kindergarten show a lower level of readiness for school than children who went to kindergarten, because parents of “home” children do not always have the opportunity to consult with a specialist and build the educational process in their own way. discretion, in respect of parents whose children attend preschool institutions, prepare for school in the direct - educational activities in kindergarten.
Among the functions that the kindergarten performs in the system of preschool education, in addition to the comprehensive development of the child, a large place is occupied by the preparation of children for school. The success of his further education largely depends on how well and timely a preschooler is prepared.
Preparing children for school in kindergarten includes two main tasks: comprehensive education (physical, mental, moral, aesthetic) and special preparation for mastering school subjects.
The work of the educator in directly - educational activities to form readiness for school includes:
1. Developing in children the idea of classes as an important activity for acquiring knowledge. Based on this idea, the child develops active behavior in the classroom (careful completion of tasks, attention to the words of the teacher);
2. Development of perseverance, responsibility, independence, diligence. Their formation is manifested in the child's desire to acquire knowledge, skills, to make sufficient efforts for this;
3. Raising a preschooler's experience of working in a team and a positive attitude towards peers; mastering ways to actively influence peers as participants in common activities (the ability to provide assistance, fairly evaluate the results of peer work, tactfully note shortcomings);
4. Formation in children of the skills of organized behavior, learning activities in a team environment. The presence of these skills has a significant impact on the overall process of the moral formation of the child's personality, makes the preschooler more independent in the choice of activities, games, and activities of interest.
The upbringing and education of children in kindergarten is educational in nature and takes into account two areas for children to acquire knowledge and skills: the child's extensive communication with adults and peers, and an organized educational process.
In the process of communicating with adults and peers, the child receives a variety of information, among which there are two groups of knowledge and skills. The first provides knowledge and skills that children can master in everyday communication. The second category includes knowledge and skills to be mastered by children in direct educational activities. In the process of directly - educational activities, the educator takes into account how children learn the program material, perform tasks; checks the speed and rationality of their actions, the presence of various skills, and, finally, determines their ability to observe the correct behavior.
Modern psychologists (A. A. Wenger, S. P. Proskura and others) believe that 80% of the intellect is formed before the age of 8. This situation puts forward high demands on the organization of education and training of older preschoolers.
Cognitive tasks are connected with the tasks of forming moral and volitional qualities and their solution is carried out in close relationship: cognitive interest encourages the child to be active, promotes the development of curiosity, and the ability to show perseverance, diligence, affects the quality of activity, as a result of which preschoolers quite firmly master the educational material.
It is also important to educate the child's curiosity, voluntary attention, the need for an independent search for answers to emerging questions. After all, a preschooler who has an insufficiently formed interest in knowledge will behave passively in the classroom, it will be difficult for him to direct his efforts and will to complete tasks, acquire knowledge, and achieve positive results in learning.
Of great importance in preparing children for school is the education in them of "social qualities", the ability to live and work in a team. Therefore, one of the conditions for the formation of children's positive relationships is the support by the educator of the natural need of children for communication. Communication should be voluntary and friendly. Children's communication is a necessary element of preparation for school, and a kindergarten can provide the greatest opportunity for its implementation.
The qualities required by a schoolchild cannot develop outside the process of schooling. Proceeding from this, the psychological readiness for school lies in the fact that the preschooler masters the prerequisites for their next assimilation. The task of identifying the content of psychological readiness for school is the task of establishing the prerequisites for the actual “school” psychological qualities that can and should be formed in a child by the time they enter school.
The formation of the qualities necessary for the future student is helped by a system of pedagogical influences based on the correct orientation of children's activities and the pedagogical process as a whole.
Only the combined efforts of educators, teachers, and parents can ensure the comprehensive development of the child and its proper preparation for school. The family is the first and most important environment for the development of the child, however, the personality of the child is also formed and developed in the preschool institution. In practice, the unity of the influences of the family and the kindergarten affects the development of the child best of all.
www.maam.ru
The program of developing classes to prepare children for school "In the Land of Knowledge".
Explanatory note
Quite a few works of outstanding teachers and psychologists are devoted to the problem of children's readiness for schooling.
For a long time it was believed that the criterion for a child's readiness for learning is the level of his mental development. L. S. Vygotsky was one of the first to formulate the idea that readiness for schooling lies not so much in the quantitative stock of ideas, but in the level of development of cognitive processes. According to L. S. Vygotsky, to be ready for schooling means, first of all, to generalize and differentiate objects and phenomena of the surrounding world in the appropriate categories.
The concept of readiness for schooling as a set of qualities that form the ability to learn was adhered to by A. V. Zaporozhets, A. N. Leontiev, V. S. Mukhina, AA. Lublin. They include in the concept of readiness for learning the child's understanding of the meaning of educational tasks, their difference from practical ones, awareness of the ways of performing an action, skills of self-control and self-esteem, development of volitional qualities, the ability to observe, listen, remember, achieve the solution of tasks.
The psychological preparation of a child for schooling is an important step in the upbringing and education of a preschooler in kindergarten. Its content is determined by the system of requirements that the school imposes on the child. These requirements are the need for a responsible attitude to school and study, arbitrary control of one's behavior, performance of mental work that ensures the conscious assimilation of knowledge, and the establishment of relationships with adults and peers determined by joint activities.
The problem of preparing children for school, despite its study, still remains relevant. Every year the requirements of training become more complicated, the program itself varies in different educational institutions. In children entering the first grade, every year more and more deviations are found in the state of health, neuropsychic and functional development.
Children are also not ready for school due to pedagogical neglect, as a result of insufficient development of gaming activities. Children who are not ready for school are doomed to failure, and they also acquire a negative attitude towards school and towards learning in general, since they constantly experience failure in the classroom. These children need the help of a psychologist, the purpose of which is to prevent school failure and maladaptation. This work includes: diagnosing indicators of a child's readiness for school; forecasting school difficulties on its basis; building a system of correctional and developmental work with a preschooler. Studying this problem, we can identify several of the most important areas, dealing with their development and correction. All children are different, different conditions in which they are brought up and trained, different requirements for education in a particular educational institution, where the child comes to grade 1.
The following indicators can be taken as criteria for a child's readiness for school:
1) motivation to study;
2) development of arbitrariness;
3) the formation of visual-effective and visual-figurative thinking;
4) development of spatial representations;
5) development of cognitive processes;
6) the ability to fantasize;
7) manifestation of independence.
Purpose: development of cognitive processes in preparing children for schooling, prevention of school failure and maladaptation.
1. To form cognitive activity and educational motivation of children of senior preschool age.
2. Correct violations of activities and a set of indicators of functional development that are necessary for successful schooling. This is the organization of attention, analytical thinking and speech, memory, visual and auditory perception, the development of fine hand movements and hand-eye integration.
3. Work on the prevention and correction of visual impairment, posture and physical well-being of children.
4. To educate parents and teachers on preparing children for school, to improve their psychological and pedagogical culture.
The program "In the Land of Knowledge" consists of 30 developmental lessons, tailored to the individual characteristics of children of senior preschool age, aimed at preparing children for successful schooling.
The presented course of classes is highly dynamic, since, in addition to intellectual developmental games and tasks, it includes a whole range of physical and kinesiological exercises, finger gymnastics, which makes the work of children rich and less tiring. Physical exercises are a condition and at the same time a means not only of physical development, but also of general intellectual development, they contribute to the development of abilities and vitality. The game method of teaching is also a condition and means of teaching preschool children.
The use of a large amount of colorful visual material intended for the frontal and individual work of children makes it possible to achieve high efficiency in these classes. The use of visual material corresponds to the age characteristics of preschool children and contributes to their less fatigue during classes.
Great importance in this course is given to the development of memory, learning the methods of arbitrary memorization, which is one of the conditions for the successful adaptation of the child to school, to learning activities, to constant mental stress.
With each lesson, the tasks become more complicated: the volume and complexity of the material offered for memorization and perception increases, graphic dictations and symmetrical drawings become more difficult, and the pace of the task increases.
Tasks and exercises in the lesson can be used differentially, taking into account the psychophysiological characteristics and individual capabilities of children, at your discretion, compose and dose them within the course.
A comprehensive system of correctional and developmental activities with preschoolers is built taking into account the following principles:
1. Taking into account the age and individual characteristics of the child. Correction - developing classes of the program take into account the peculiarities of the cognitive, social and personal development of children. In all classes, the teacher-psychologist focuses on the child: his mental abilities, type of temperament, features in the field of communication and other individual characteristics.
2. Accessibility, which manifests itself in accordance with the age norms of the level of complexity of tasks, orientation to the leading type of activity - gaming.
3. Unity of corrective, preventive and developmental tasks. Classes, on the one hand, correct violations in the mental development of the child, on the other hand, help prevent problems that have not yet arisen in certain areas of the development of the personality of a preschooler.
4. Unity of diagnostics and correction. According to the results of the diagnosis of the mental development of children, a group is formed, with which correctional and developmental classes are held. These activities during the implementation of the program can serve as diagnostic data for the progress of the child's development.
5. Complexity of methods of psychological influence. At each lesson, it is supposed to use a complex of methods of psycho-correctional influence on the child. This allows you to cover all areas of the child's personality (personal, cognitive, social).
6. The principle of visibility - demonstration of exercises, sketches, simulation of situations, games confirms the explanation and helps the child to perform them correctly.
7. The principle of consistency involves conducting classes according to a specific schedule (2 times a week).
8. The principle of consolidating what has been learned. At each subsequent lesson, the material covered is repeated and summarized.
The development of arbitrary cognitive activity in children
Forms of organizing classes
The structure of developing classes
Classes are structured in such a way that one type of activity is replaced by another. There are 6 task blocks in total.
1. Intellectual and educational games and exercises. Aimed at the development of memory, attention, thinking, imagination, speech, attention, perception.
2. Breathing and coordination exercises. They are aimed at activating and energizing the work of the brain stem sections, rhythmizing the right hemisphere, and relieving muscle tension.
3. Symmetrical drawings. Aimed at the development of coordination of movements and graphic skills, activation of brain stem structures and interhemispheric interaction.
4. Graphic dictations. They are aimed at developing the ability to act according to the rule and independently on the instructions of an adult, as well as the development of spatial orientation and fine motor skills of the hand.
5. Finger gymnastics. Promotes the development of mental functions (attention, memory, thinking, speech, as well as mobility and flexibility of the hands.
6. Exercises for the prevention of visual impairment and the prevention of visual fatigue. They contribute to the removal of the peripheral vision reflex, the rhythm of the right hemisphere, the activation of the brain and interhemispheric interaction.
Expected results
The developing and corrective effect of this course of classes is manifested primarily in the interest of children in different types of exercises, which eventually develops into a cognitive motive for children's activities. Children become more active and confident in their abilities and abilities in other activities. By the end of the school year, graphic skills and visual-motor coordination of children improve, arbitrariness is formed, memory and attention processes improve. There is a steady positive trend in the parameters of children's psychological readiness for school.
The developed program is addressed to psychologists who prepare children of preparatory groups for schooling. It may also be of interest to primary school psychologists who carry out correctional work with children who are not ready for schooling.
Stages of the program implementation: from October to April inclusive.
Calendar-thematic planning
Lesson 1
The game “Which figure is gone? "(for the development of visual memory and attention);
Exercise for the development of visual-auditory and associative memory on the material of the poems "Piggy Busya";
Breathing exercise;
Finger gymnastics "Warm-up";
Lesson 2
Game "Finish the line" (for the development of thinking, sense of rhythm);
Exercise for the development of auditory memory;
The game “Which figure is gone? »;
Exercise for the development of visual-auditory and associative memory on the material of the poems "Invitation to Dinner";
Breathing exercise;
Exercise for the development of coordination of movements and graphic skills;
Drawing a graphic pattern under dictation;
Finger gymnastics "Fingers say hello";
Exercise for the prevention of visual impairment;
The game "Play, think, pick up" (for the development of thinking, visual perception, attention).
Lesson 3
Game "Finish the line" (for the development of thinking, sense of rhythm);
Exercise for the development of visual memory;
Exercise for the development of auditory memory;
The game "The fourth extra" (for the development of figurative-logical thinking and speech);
The game “What did the artist mix up? "(on the development of attention, visual perception);
Breathing exercise;
Exercise for the development of coordination of movements and graphic skills;
Drawing a graphic pattern under dictation;
Finger gymnastics "Fingers say hello", "Warm-up";
Exercise for the prevention of visual impairment;
The game "Play, think, pick up" (for the development of thinking, visual perception, attention).
Lesson 4
Game "Finish the line" (for the development of thinking, sense of rhythm);
Exercise for the development of auditory memory;
Game "Colored words" (to develop the ability to make associations between color and word, shape, color and word in the process of memorization);
The game "We wash and dry clothes" (for the development of visual memory);
Finger gymnastics "Helpers";
Breathing exercise;
Exercise for the development of coordination of movements and graphic skills;
Drawing a graphic pattern under dictation;
The game "Play, think, pick up" (for the development of thinking, visual perception, attention).
Lesson 5
Game "Finish the line" (for the development of thinking, sense of rhythm);
Exercise for the development of tactile memory and thinking;
The game “What did the artist mix up? "(on the development of attention, visual perception);
Game "Autumn Leaves" (for the development of visual memory);
Exercise for the development of auditory memory;
Breathing exercise;
Graphic dictation;
Finger gymnastics "My family"; "Fingers say hello";
Exercise for the prevention of visual impairment;
The game "Play, think, pick up" (for the development of thinking, visual perception, attention).
Lesson 6
Game "Finish the line" (for the development of thinking, sense of rhythm);
Exercise to develop the ability to switch attention;
Game for the development of logical thinking;
Game for the development of visual memory;
Breathing exercise;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Bear and ball";
Exercise for the prevention of visual impairment;
Lesson 7
Game for the development of auditory memory, speech and thinking;
Exercise for the development of visual memory;
Game for the development of logical thinking and speech;
Game for the development of tactile memory;
The game "What happens" (for the development of attention and ingenuity);
Breathing exercise;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Our baby";
Exercise for the prevention of visual impairment;
The game "Geometric Lotto" (for the development of thinking, visual perception, attention).
Lesson 8
Game "Tell me a word" (for the development of thinking, a sense of rhythm);
Exercise for the development of auditory memory;
Exercise for the development of logical memorization;
Game "Jolly Athletes" (for the development of active attention);
Game "Live Page" (for the development of spatial orientation);
Relaxation and concentration exercise;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Naughty";
The game "Geometric Lotto" (for the development of thinking, visual perception, attention).
Lesson 9
Game "Tell me a word" (for the development of thinking, a sense of rhythm);
The game "Geometric carpets" (for the development of spatial orientation and the ability to act according to the rule);
The game "Carpet Store" (for the development of spatial orientation and consolidation of ideas about geometric shapes);
The game “What did the artist mix up? "(on the development of attention, visual perception);
Energy exercise "Points of the brain";
Lazy eights;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Tender hands";
Exercise for the prevention of visual impairment.
Lesson 10
The game "The Third Extra" (for the development of memory, attention and the symbolic function of thinking, the ability to classify objects according to a certain attribute);
Exercise for the development of mechanical visual memory;
Associative memory development exercise;
Exercise "Singular and plural" (for the development of speech, thinking, memory);
Exercise "Artists";
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Hello";
Prevention of visual impairment;
The game "Pick a pattern" (for the development of logical thinking, attention, visual perception).
Lesson 11
Game "Pick a word to rhyme" (for the development of thinking, sense of rhythm);
Relaxation and concentration exercise.
Exercise for the development of semantic memory and logical thinking;
Exercise for the development of the sign-symbolic function of memory;
Exercise "Name it in one word";
Exercise for the development of visual-auditory and associative memory on the material of the poems "Elephant Shusha";
Exercise "Artists";
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "In Africa";
The game "Pick a pattern" (for the development of logical thinking, attention, visual perception).
Lesson 12
Game "Add a word" (for the development of thinking, sense of rhythm);
Exercise for the development of visual memory;
Game "Compare and fill" (for the development of thinking and consolidation of ideas about geometric shapes);
Exercise for the development of visual-auditory and associative memory on the material of the poems "Strange Dream";
Breathing exercise;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Komarik";
Prevention of visual impairment.
The game "Pick a pattern" (for the development of logical thinking, attention, visual perception).
Lesson 13
The game "Pick up a word" (for the development of thinking, a sense of rhythm);
Exercise for the development of visual-logical memory;
Exercise for the development of logical thinking and semantic memory;
Game for the development of visual associative memory;
The game "Speak the opposite" (for the development of thinking and speech);
Game "Name the differences" (for the development of attentiveness and observation);
Breathing exercise "Monkeys";
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Frogs";
Prevention of visual impairment.
The game "Pick a pattern" (for the development of logical thinking, attention, visual perception).
Lesson 14
Exercise "Be attentive" (for the development of attention);
The game "Pick up a word" (for the development of thinking, a sense of rhythm);
The game “What did the artist mix up? "(on the development of attention, visual perception);
Exercise "Pairs of figures" (for the development of visual-logical memory);
The game "Speak the opposite" (for the development of speech and thinking);
Exercise "Happy Piggy" (for the development of attention);
Exercise for the development of visual-auditory and associative memory on the material of the poems "Turtles";
Exercise for the development of sensorimotor skills;
Graphic dictation;
Prevention of visual impairment.
The game "Pick a pattern" (for the development of logical thinking, attention, visual perception).
Lesson 15
Game "Listen carefully" (for the development of attention);
The game "Pick up a word" (for the development of thinking, a sense of rhythm);
Exercise for the development of speech, thinking and imagination;
Snowball game";
Game "Shop" (for the development of attention, observation);
Game "Shop window" (for the development of the volume of attention and observation);
Breathing exercise "Singer";
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Horned Goat";
Prevention of visual impairment.
The game "Pick a pattern" (for the development of logical thinking, attention, visual perception).
Lesson 16
Game "4 elements" (for the development of attention);
The game "Pick up a word" (for the development of thinking, a sense of rhythm);
The game "Pairs of figures" (for the development of visual mediated memory);
Exercise for the development of visual-auditory mediated memory;
Exercise "Pictograms" (for the development of associative memory);
Exercise for the development of thinking, speech, imagination;
Game "Snowmen" (for the development of attention and observation);
Breathing exercise "Singer";
Symmetrical drawings;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Bunny".
The game "Pick a pattern" (for the development of logical thinking, attention, visual perception).
Lesson 17
Etude "How many sounds" (for the development of attention, thinking);
Game "Add missing words" (for the development of thinking, sense of rhythm);
The game “What did the artist mix up? "(on the development of attention, visual perception);
Exercise "Pictograms" (for the development of associative memory);
Game “Definitions (for the development of speech and verbal thinking);
Breathing exercise;
Symmetrical drawings;
Exercise for the development of sensorimotor skills;
Graphic dictation;
The game "Pick a pattern" (for the development of logical thinking, attention, visual perception).
Lesson 18
Game "Compare" (for the development of a mental operation);
Game "Finish the line" (for the development of thinking, sense of rhythm);
The game “What did the artist mix up? "(on the development of attention, visual perception);
Exercise for the development of visual mediated memory;
Exercise "Finish the phrase" (for the development of thinking);
Exercise "Pictograms" (for the development of associative memory);
Game "Shop" (for the development of the ability to classify);
Game for the development of thinking and imagination;
Exercise for the development of visual-auditory and associative memory on the material of the poems "Eccentric";
Breathing exercise;
Symmetrical drawings;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Turtle";
The game "Pick a pattern" (for the development of logical thinking, attention, visual perception).
Lesson 19
Game "Finish the line" (for the development of thinking, sense of rhythm);
Exercise for the development of logical thinking and semantic memory;
Exercise for the development of visual memory;
Exercise for the development of ingenuity;
Game "Columbus egg" (for the development of thinking);
The game "Name the cubs of domestic animals" (for the development of speech);
Stories in pictures (for the development of logical thinking and speech);
Finger gymnastics "In the poultry yard";
Exercise for the development of sensorimotor skills;
Graphic dictation;
Prevention of visual impairment.
The game "Pick a pattern" (for the development of logical thinking, attention, visual perception).
Lesson 20
Game "Answer quickly" (for the development of logical thinking, ingenuity);
Exercise for the development of visual-auditory and associative memory on the material of the fairy tales "Bad watchman";
Game for the development of attention;
Exercise "Continue the phrase" (for the development of speech and thinking);
Exercise "Cut squares" (for the development of thinking);
The game “What did the artist mix up? "(on the development of attention, visual perception);
Breathing exercise;
Symmetrical drawings;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Prevention of visual impairment.
The game "Pick a pattern" (for the development of logical thinking, attention, visual perception).
Lesson 21
Exercise for the development of visual-auditory and associative memory based on the fairy tales "The Fox and Cancer";
Game for the development of attention;
Game "Finding words" (for the development of thinking);
Exercise for the development of visual-auditory and associative memory based on the material of the verses “Little fish”;
Breathing exercise;
Symmetrical drawings;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Frog";
Prevention of visual impairment.
The game "Pick a pattern" (for the development of logical thinking, attention, visual perception).
Lesson 22
Exercise for the development of visual-auditory and associative memory on the material of the fairy tales "Crow and Cancer";
The game "The end of words" (for the development of speed of thinking);
Game "Attention" (for the development of attention);
The game "What does it look like" (for the development of the imagination);
Exercise "Ear - nose";
Exercise for the development of visual-auditory and associative memory on the material of the poems "A funny case";
Symmetrical drawings;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Frog";
Prevention of visual impairment.
The game "Pick a pattern" (for the development of logical thinking, attention, visual perception).
Lesson 23
Exercise for the development of visual-auditory and associative memory on the material of poetry;
Exercise "Cut sentences" (for the development of thinking and memory);
Game "Definitions" (for the development of speech and verbal thinking);
Game for the development of attention;
Exercise "Ear - nose";
Symmetrical drawings;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Prevention of visual impairment.
The game "Pick a pattern" (for the development of logical thinking, attention, visual perception).
Session 24
Exercise for the development of visual-auditory and associative memory on the material of the poems "Mice are naughty";
Game for the development of attention;
Exercise for the development of associative memorization;
Game "Definitions" (for the development of speech and verbal thinking);
The game "Learning to explain figurative comparison";
Stories in pictures (for the development of logical thinking and speech);
Breathing exercise;
Symmetrical drawings;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Fist - rib - palm";
Prevention of visual impairment.
The game "Pick a pattern" (for the development of logical thinking, attention, visual perception).
Lesson 25
Game for the development of attention;
Exercise for the development of visual-auditory and associative memory on the material of the fairy tales "The Jackdaw and the Dove";
Game "Twenty Questions" (for the development of thinking, speech and imagination);
Imagination game “What is this? »;
Breathing exercise;
Symmetrical drawings;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Fist - rib - palm";
Prevention of visual impairment.
The game "Pick a pattern" (for the development of logical thinking, attention, visual perception).
Lesson 26
Game "Attention" (for the development of attention, spatial imagination);
Exercise for the development of visual-auditory and associative memory on the material of the poems “A dog was walking along the path”;
Exercise "Pictograms" (for the development of visual-associative memory);
Breathing exercise;
Symmetrical drawings;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Prevention of visual impairment.
Lesson 27
Stories in pictures (for the development of logical thinking and speech);
Game "Attention";
Exercise "Comparison of objects" (for the development of a mental operation);
Teaching methods of figurative memorization of words;
Breathing exercise;
Symmetrical drawings;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Sun";
Prevention of visual impairment.
The game "Colorful gnomes" (for the development of visual perception, attention, logical thinking, coherent speech).
Lesson 28
Exercise for the development of visual-auditory and associative memory on the material of the poems "Beads";
Game "Attention";
Exercise for the development of techniques for sequential memorization of words;
Game "Define the concept";
Exercise for the development of thinking;
Game "Ear - nose";
The game "We are looking for absurdities" (for the development of attention, thinking);
Symmetrical drawings;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Turtle";
Prevention of visual impairment.
The game "What is where" (for the development of spatial concepts, visual perception, attention);
Lesson 29
Game "Attention";
Exercise for the development of visual-auditory and associative memory on the material of the poems "Bear";
Exercise for the development of speech and a stock of knowledge about the world around us;
Game for the development of attention;
Breathing exercise "Singer";
Symmetrical drawings;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Turtle";
Prevention of visual impairment.
Lesson 30
Stories in pictures (for the development of logical thinking and speech);
Game "Attention";
Exercise "Cut pictures" (for the development of thinking and imagination);
An exercise for the development of visual-auditory and associative memory based on the material of the poems "The Hanger";
Game "Remember phrases";
The game "Name the words the other way around" (for the development of speech);
Breathing exercise "Singer";
Symmetrical drawings;
Exercise for the development of sensorimotor skills;
Graphic dictation;
Finger gymnastics "Rain";
The game "Engines" (for the development of visual perception, logical thinking, speech).
www.maam.ru
Exercises to prepare children for school
School preparation exercises designed to prepare children for school help relieve stress, reduce anxiety, teach them to cope with their emotions and be confident in themselves.
Preparation for school may consist in emotional-volitional games, which are usually carried out in kindergarten by a teacher-psychologist.
Here is a list of games and exercises that are also useful to carry out at home after a busy day.
Game "Working with pictograms"
For this game in kindergarten, you will need pictograms depicting feelings and emotions: surprise, fear, joy, chagrin, and others.
The teacher invites the children to draw a torso for each pictogram, “dress” it, choosing the color that, in the child’s opinion, most corresponds to the chosen emotion.
Game "Hidden Problems"
The teacher places a container with a slot or hole in front of the children. This will be the mailbox. Children draw their fears or problems as they understand them.
After the fears are “depicted” on a piece of paper, they are thrown into the mailbox.
This exercise is very useful for preschoolers. First, it helps children to concretize the situations that concern them. Secondly, children, sending a leaflet to the mailbox, play the situation of getting rid of fears.
Game "Hedgehog"
The teacher invites the children to turn into hedgehogs for a while. The danger arose before the hedgehogs: they must tense up, hiding their heads and straightening their needles. But now the danger is gone, and the hedgehogs remained in the circle of friends.
You can relax and bask in the sun a little.
The game "Koschey the Immortal"
The teacher prepares a drawing of Koshchei the Immortal from cardboard or thick paper, then cuts the drawing into several parts - a puzzle is obtained. Children put together a puzzle.
While the children are looking for suitable details, the teacher talks to the guys: what is he, Koschei the Deathless, in anger? Why is he like this? A competition is being held for the most terrible Koshchei the Immortal.
In fairy tales, the image of Koshchei the Immortal is created, as an exclusively negative hero. The teacher invites children to draw a cheerful and kind Koshchei the Immortal and tell the story of the reincarnation of a fairy-tale character: how he turned from an evil hero into a soft and cordial one.
Game "Kittens"
A hoop is placed in the center of the room. All children are divided into two groups: good and evil kittens. Angry kittens live in a hoop house, they hiss, scratch, bully.
But as soon as the kittens leave the hoop house, they become kind: the movements become smooth, the kittens purr, fawn.
Every child needs to be both a good and an evil kitten.
The game "Defeat Anger"
The teacher invites children to draw negative feelings such as Greed, Anger, Anger, Resentment and others. As the task progresses, children can tell when and in what cases they experience these feelings. Next to emotions, children draw themselves and how they fight with them: for example, next to Greed, you can draw a pile of sweets that the child treats everyone, next to Resentment, you can draw a child walking towards his offender, and so on.
At the end of the kindergarten class, all drawings are burned.
Paper tearing game
This game will be very popular with children. The exercise is very simple: you need to tear the newspaper into many small pieces, while the size of the pieces is not important. Paper balls are stored in the center of the room.
After a large mountain of paper forms there, the teacher allows you to play with it: in “snowballs”, just throw it up - in general, what is enough for children's imagination.
Construction game
The children will build a big house. To do this, they need cubes. Everyone builds a house in turn.
Before putting the next brick, the child voices the situation or action that irritates him.
When the turn comes to the child again, he says what he likes the most, what he loves.
The material was prepared by Maria Danilenko.
Material from the site www.deti-club.ru
- Physical readiness.
Both in a preschool institution and at school, the learning process is subordinate to the formation of the child's personality: the development of his competence, creativity, independence, responsibility, arbitrariness, self-awareness and self-esteem, freedom and safety of behavior.
Therefore, work on the program of the school of the future first-grader allows you to build the process along individual routes aimed at:
* development of curiosity;
*development of the ability to independently solve creative problems;
* the formation of creative imagination, aimed at the intellectual and personal development of the child;
* development of communication skills (the ability to communicate with adults and peers).
We consider the process of succession from two sides:
1) at the preschool level of education, the inherent value of preschool childhood is reduced, and the fundamental personal qualities of the child are formed, which serve as the basis for further successful schooling;
2) the school, as a successor to the preschool stage, picks up the achievements of the preschooler and organizes pedagogical practice, developing the potential accumulated by him.
From our point of view, the main ideas in organizing work within the framework of the "School of the Future First Grader" are:
* creating a system of lifelong learning that ensures the effective progressive development of the child, his successful education and upbringing based on the connection and consistency of the components of education (goals, objectives, content, methods, means and forms of organization);
* creating conditions favorable for adaptation to schooling, emotional well-being, development of the individuality of each child;
*development of the leading activity of each period of life;
* the formation of psychological readiness for school;
*formation of the structure of the educational process in the conditions of continuous education;
* Creation of new creative workshops and projects.
The team of teachers working with preschoolers in their work is based on 4 basic principles:
- the principle of activity (ensures the comprehensive development of children. New material is not given to children in finished form, but is comprehended by them through independent analysis, comparison, and identification of essential features).
- the minimax principle (provides an individual path for each child. Learning success is achieved through the formation of a child’s desire and ability to overcome difficulties.)
- the principle of comfort (ensures the normal psycho-physiological state of children. The principle is a necessary component of working with children.)
- the principle of continuity (provides successive links between all levels of education.)
The development of the child's abilities is carried out in various activities: in the design classes, artistic and visual arts. Children learn to identify a problem in various situations, look for ways to solve it, listen to the opinions of others, and find the right solution. Much attention is paid to the formation of norms of social and cultural behavior in the group.
The results of pre-school preparation are monitored by the following indicators:
- maintaining a first-grader's interest in school and learning; maintaining health (physical and mental);
- development of the creative beginnings of the child;
- success in educational activities.
Primary school teachers, in which graduates of the Kindergarten No. 1, No. 9 MDOU, noted that kindergarten students have a fairly high level of development of an emotionally positive attitude to the surrounding reality, diligence, curiosity and independence.
Analyzing educational activities in the process of teaching grade 1 (performing diagnostic work in quarters, active participation in extracurricular activities, interpersonal relations in a group of children and a class, the level of formation of a culture of behavior, high motivation in educational activities indicates a high-quality pre-school preparation of children based on close cooperation of a kindergarten and schools.
Our practice shows that there are positive results of children's adaptation to school and learning where contacts are established between teachers and educators, where an exchange of experience is organized, where the quality of children's readiness for school, the level of development of their abilities are constantly analyzed.
Literature
1. Voloshina M. I. Modern programs for preschool educational institutions.// Journal "Primary School" No. 12000
2. Lebedeva S. A. Once again about the continuity of preschool and primary education.// Journal "Primary School" No. 112005
Sections: Working with preschoolers
Introduction.
The most important task facing the system of preschool education is the comprehensive development of the child's personality and the preparation of children for school.
Preparing children for school is not a new problem in itself, it was given great importance, since preschool institutions have all the conditions for solving this problem. Back in the fifties and sixties, the issues of preparing children for school were considered in practice rather narrowly and were reduced to the assimilation of knowledge from the field of the formation of elementary mathematical representations, teaching literacy. However, the actualization of the issues of preparing children for school is due to the fact that the elementary school has switched to a four-year term of study, which required cardinal changes in the organization of continuity in the work of the kindergarten and school.
For the first time, the concept of continuity between kindergarten and school was discovered by Academician A. V. Zaporozhets, as a broad concept associated not only with the coordination of the work of kindergarten and school, "but as ensuring the continuity of the levels of development of children of senior preschool age and primary school age, that is, issues of versatile development.
This work was further continued in the studies of such psychologists as Elkonin D. B., Davydov. V., Poddyakov N.N. and others. And among teachers, this work was reflected in the studies of Nechaeva V.G., Markova T.A., Bure R.S., Taruntayeva T.V.
What is meant by the concept of "children's readiness for learning" in school "? First of all, not individual knowledge and skills are understood, but their specific set, in which all the main elements must be present, although the level of their development may be different. What are the components included in the set of "school readiness"? First of all, this is motivational, personal readiness, which includes the "internal position of the student", volitional readiness, intellectual readiness, as well as a sufficient level of development of visual-motor coordination, physical readiness.! an integral part is a versatile education, including: mental, moral, aesthetic and labor.
Main part.
Kindergarten and school as important institutions in a child's life.
E.E. Kravtsova noted the following: “Preparing children for school is a complex, multifaceted task, covering all spheres of a child’s life.” Psychological readiness for school is only one of the aspects of this task, although it is extremely important and significant. However, within one aspect, there are different approaches that can be distinguished. Given all the diversity and diversity of ongoing research in this area, she singled out and outlined several basic approaches to this problem.
The first approach can include all research aimed at developing in preschool children certain skills and abilities necessary for learning at school. This approach has received a powerful development in psychology and pedagogy in connection with the question of the possibility of learning at school from an earlier age.
Studies in this area have established that children of five to six years old have significantly more intellectual, mental and physical abilities than expected, which makes it possible to transfer part of the first grade program to the preparatory groups of kindergartens.
The works that can be attributed to this approach are studies carried out by such authors as T.V. Taruntayeva, L.E. Zhurova, convincingly demonstrate that through the social organization of upbringing and educational work, it is possible to successfully teach children of this age the principles of mathematics and literacy, and thereby significantly improve their preparation for schooling.
According to E.E. Kravtsova, the problem of psychological readiness for schooling is not limited to the possibility of developing certain knowledge, skills and abilities in children. It should be noted that all learned preschool content, as a rule, is consistent with their age capabilities, i.e. given in an age-appropriate form. However, the very form of activity in this approach is not the subject of psychological research. Therefore, the question of the possibility of a transition to a new form of activity, which is the core of the problem of psychological readiness for schooling, does not receive proper coverage within the framework of this approach.
The second approach is that, on the one hand, the requirements imposed on the child by the school are determined, and on the other hand, neoplasms and changes in the child's psyche that are observed by the end of preschool age are studied.
L.I. Bozhovich notes: ... the carefree pastime of a preschooler is replaced by a life full of worries and responsibility - he must go to school, study those subjects that are determined by the school curriculum, do what the teacher requires in the lesson; he must strictly follow the school regime, obey the school rules, achieve a good assimilation of the knowledge and skills laid down in the program. At the same time, she singles out such neoplasms in the child's psyche that exist in accordance with the requirements of the modern school.
Thus, a child entering school must have a certain level of development of cognitive interests, a readiness to change his social position, a desire to learn; in addition, he should have indirect motivation, internal ethical instances, self-esteem. The totality of these psychological properties and qualities, according to scientists, is the psychological readiness for schooling.
It should be noted that schooling and learning activities are far from unambiguous concepts. With the modern organization of school life, learning activities, as V.V. Davydov and D.B. Elkonin point out, do not develop for all students, and mastery of educational activities often occurs outside the framework of school education. Traditional forms of schooling have been repeatedly criticized by many Soviet psychologists. Therefore, the problem of psychological readiness for schooling should be understood as the presence of prerequisites and sources of educational activity in preschool age. Accounting for the named provision is a distinctive feature of the third selected approach. Its essence lies in the fact that in the works belonging to this direction, the genesis of individual components of educational activity is investigated and the ways of their formation in specially organized training sessions are revealed.
In special studies, it was revealed that children who underwent experimental training (drawing, modeling, appliqué, design) developed such elements of educational activity as the ability to act according to a model, the ability to listen and follow instructions, the ability to evaluate both their own work and the work of other children . Thus, the children formed a psychological readiness for schooling.
Considering educational activity from the point of view of its origin and development, it should be borne in mind that its source is only a single, holistic psychological formation that generates all components of educational activity in their specificity and interconnection.
The works related by E.E. Kravtsova to the fourth approach, which seems to be the most interesting in terms of the problem of psychological readiness for school, are devoted to the identification of a single psychological neoplasm that lies at the origins of educational activity. This approach corresponds to the study of D.B. Elkonin and E.M. Bokhorsky. The hypothesis of the authors was that the neoplasm, in which the essence of psychological readiness for schooling is concentrated, is the ability to obey the rules and requirements of an adult. The authors used a modified method of K. Levin, aimed at identifying the level of satiety. The child was given the task of moving a very large number of matches from one pile to another, and the rule was that only one match could be taken. It was assumed that if a child has formed a psychological readiness for schooling, then he will be able to cope with the task in spite of satiety and even in the absence of an adult.
The problem of a child's readiness for schooling today is quite acute. For a long time it was believed that the criterion for a child's readiness for learning is the level of his mental development. L.S. Vygotsky was one of the first to formulate the idea that readiness for schooling lies not so much in the quantitative stock of representations as in the level of development of cognitive processes. According to L.S. Vygotsky, to be ready for schooling means, first of all, to generalize and differentiate objects and phenomena of the surrounding world in the appropriate categories.
The concepts of readiness for schooling as a set of qualities that form the ability to learn were followed by A.N. Leontiev, V.S. Mukhina, AA. Lublin. They include in the concept of readiness for learning the child's understanding of the meaning of educational tasks, their difference from practical ones, awareness of the ways of performing an action, skills of self-control and self-esteem, development of volitional qualities, the ability to observe, listen, remember, achieve the solution of tasks.
There are three main lines along which preparation for school should be carried out:
First, it is a general development. By the time the child becomes a schoolboy, his general development should reach a certain level. It is primarily about the development of memory, attention and especially intelligence. And here we are interested in both the stock of knowledge and ideas that he has, and the ability, as psychologists say, to act in the inner plane, or, in other words, to perform certain actions in the mind;
Secondly, it is the education of the ability to voluntarily manage oneself. A preschool child has a vivid perception, easily switched attention and a good memory, but he still does not know how to manage them arbitrarily. He can remember for a long time and in detail some event or conversation of adults, perhaps not intended for his ears, if something attracted his attention. But it is difficult for him to concentrate for any long time on something that does not arouse his immediate interest. Meanwhile, this skill is absolutely necessary to develop by the time you enter school. As well as the ability of a broader plan - to do not only what you want, but also what you need, although, perhaps, you don’t really want to or even don’t want to at all;
Thirdly, the formation of motives that encourage learning. This does not mean the natural interest that preschool children show in school. It is about cultivating a real and deep motivation that can become an incentive for their desire to acquire knowledge. The formation of motives for learning and a positive attitude towards school is one of the most important tasks of the teaching staff of the kindergarten and the family in preparing children for school.
The work of a kindergarten teacher in shaping the motives for learning and a positive attitude towards school in children is aimed at solving three main tasks:
1. the formation of correct ideas about school and teaching in children;
2. formation of a positive emotional attitude towards school;
3. formation of learning experience.
To solve these problems, I use various forms and methods of work: excursions to the school, conversations about the school, reading stories and learning school poems, looking at pictures reflecting school life and talking about them, drawing the school and playing school.
So, a kindergarten is an institution for the public education of preschool children and is the first link in the general system of public education.
Children are admitted to the kindergarten at the request of their parents. Objective: to help the family in raising children.
In kindergarten, children under the age of 3 are in the care of educators (persons with special education); children from 3 to 7 years old are brought up by teachers with special pedagogical education. The head of the kindergarten has a higher pedagogical education and experience in educational work.
Each kindergarten is closely connected with the families of children. Educators promote pedagogical knowledge among parents.
Children gradually develop elementary skills of educational activity: the ability to listen and understand the teacher's explanations, act according to his instructions, complete the work, etc. Such skills are also developed during excursions to the park, to the forest, along the streets of the city, etc. On excursions, children are taught to observe nature, they bring up love for nature, for the work of people. Children spend time after classes outdoors: playing, running, playing in the sandbox. At 12 o'clock - lunch, and then 1.5 - 2 hours - sleep. After sleep, the children play on their own or, at their request, the teacher organizes games, shows filmstrips, reads books, etc. After an afternoon snack or dinner, before going home, the children walk in the air.
The new tasks facing the preschool institution require its openness, close cooperation and interaction with other social institutions that help it solve educational problems. In the new century, the kindergarten is gradually turning into an open educational system: on the one hand, the pedagogical process of a preschool institution becomes freer, more flexible, differentiated, humane on the part of the teaching staff, on the other hand, teachers are guided by cooperation and interaction with parents and the nearest social institutions.
Cooperation involves communication on an equal footing, where no one has the privilege to specify, control, evaluate. Interaction is a way of organizing joint activities of different parties in an open environment.
T.I. Alexandrova highlights the internal and external relationships of a preschool educational institution. She refers to the internal cooperation of pupils, parents and teachers. To the external - partnership with the state, school, universities, cultural centers, medical institutions, sports organizations, etc., ensuring the holistic development of a child of preschool age.
Thus, we can conclude that kindergarten plays a huge role in the development of a child's personality. A preschooler, in the normal operation of the institution, the child develops comprehensively and is ready for a further stage of development in his life, ready for schooling.
There are different points of view on the definition of the concept of "school".
The school is an educational institution. Some theorists of pedagogy focus on the development of personality in school, and the school itself is considered as “preparation for adulthood”, other specialists emphasize the educational functions of the school, a number of teachers consider the educational aspects to be the main ones in the school. In reality, the school combines many functions, including those on which the above points of view focus their attention.
There is also a large number of very different classifications of types and kinds of schools. Schools can be maintained at the expense of the state or private individuals and organizations (private schools, non-state educational institutions). According to the nature of the reported knowledge, schools are divided into general education and professional (special); according to the level of education provided - for primary, incomplete secondary, secondary, higher; by gender of students - for male, female, co-education. According to various principles of organizing education and training, the following are distinguished: a single school, a labor school (its subspecies is an illustrative school). For children who do not have the conditions for a normal existence and upbringing, boarding schools are being created, for children in need of treatment, sanatorium-forest schools, etc.
Throughout the history of mankind, one of the main issues of pedagogy has been the interaction of “school and life”. Already in primitive society, in preparation for initiation, the main features of the formal school, as it has survived to the present day, are visible: it complements spontaneous, natural, in particular family, socialization. In everyday life, for a growing person to acquire the qualities necessary for him and the community, only practical demonstration and imitation is not enough. To achieve these goals, it is also necessary to communicate and assimilate concentrated, specially selected knowledge; exercises are needed to master complex skills. The selection of the content of school education is determined by its goals and principles, i.e. suggests a meaningful plan or program of education. Education is carried out in the school as an institution that provides contact, communication of a relatively small number of more perfect and experienced people (teachers, educators) with many less perfect and experienced people (students, educators). The content of education is communicated and assimilated through the special interaction of teachers and students - teaching and learning. School education is recognized as successful when it ends with a public demonstration of acquired knowledge and skills - exams.
The tasks of the school are diverse and one can talk about them for a long time. Fomina V.P. sees the most important task of the school in increasing the efficiency of the work of the teaching staff. The clarity of the organization of the educational process and labor protection make it possible to successfully solve the task. It is also important that there be a normal distribution of the load of mental and physical labor, both teachers and students.
So, the school to this day remains an important institution for the socialization of the child, it is here that the “foundation” is laid that will be necessary, and which the child will remember all his life. No wonder they say that school years are the brightest years. Teachers, in turn, have a huge responsibility (no less than parental) for the future of their pupils, they become their second parents and are fully responsible for their safety, including moral.
Thus, from all of the above, we can draw the following conclusions: kindergarten and school are integral parts of the life of every person.
Kindergarten and school are important institutions of socialization in a child's life. In these institutions, the child spends most of his life (almost 18 years), here he receives the largest amount of information, here he gets acquainted with the society of adults, children, peers, with the rules, norms, sanctions, traditions, customs adopted in a particular society. It is in these institutions that the child gets a huge social experience. The child learns to explore the world first together with an adult, and then independently. He makes mistakes, learns from his own mistakes, and since he is in society, he learns from the mistakes of others, also adopting their experience. This is precisely the main goal of these institutions - not to let the child get lost in the society of people, to help him adapt, to push him to independent ways of solving his problems, while not allowing him to be alone with his fears and self-doubt. The child should know that he is not alone in this world, that, if anything, there are people nearby who will help him. That is, it is necessary to convey to the child that “the world is not without good people”, while he must be prepared for failures, because not everything in life develops the way we want. This is a very difficult task, which is why specialists in this field work with children, which is why complex work is necessary for the productive activities of these institutions. After all, when a person, for example, catches a cold, not one doctor works with him, but several at once. So here, only together with the family, society as a whole, the city administration, the state, etc. we will achieve the success we are striving for. It is not necessary to put everything on teachers and educators.
Joint activities of kindergarten and school in work.
Having considered the kindergarten and school, we need to find out how they help the younger student directly. After all, this is the age when the child has just recently graduated from kindergarten and has not yet got used to it, does not know the new rules, the new place, the society of the school. We need to find out how the school solves these problems (if so) and how the kindergarten helps it in this. We are talking about the continuity of education in these institutions.
T.P. Sokolova speaks about this very clearly. The implementation of the principle of continuity between preschool and primary school education is carried out through the coordination of the activities of the teaching staff of the kindergarten and school.
Continuity ensures continuity of development based on the synthesis of the most significant of the stages already passed, new components of the present and future in the development of the child, as Kudryavtseva E.A. says. She also considers several perspectives on the continuity of preschool and primary education. Some scientists believe that continuity should be understood as an internal organic connection of general physical and spiritual development on the border of preschool and school childhood, internal preparation for the transition from one stage of development to another. Continuity is characterized by them from the side of the dynamics of the development of children, the organization and implementation of the pedagogical process itself.
Other scientists consider the relationship in the content of the educational process to be the main component of continuity. Some characterize continuity in the forms and methods of teaching.
There are studies where succession is considered through the readiness of children to study at school and adaptation to new living conditions, through promising connections between age lines of development. The authors note that the pedagogical process is an integral system, therefore, continuity should be carried out in all directions, including goals, content, forms, methods, and be realized through the interaction of all professional levels, including the work of a kindergarten teacher, a school teacher, a psychologist of a preschool institution, a psychologist schools, etc.
In 1996, the collegium of the Ministry of Education of the Russian Federation for the first time registered continuity as the main condition for lifelong education, and the idea of the priority of personal development as the leading principle of continuity at the stages of preschool - primary school education.
New approaches to the development of continuity between preschool and primary education in modern conditions are reflected in the content of the Concept of Lifelong Education. This strategic document reveals the prospects for the development of preschool - primary education, for the first time the continuity between preschool and primary general education is considered at the level of goals, objectives and principles for selecting the content of lifelong education for children of preschool and primary school age; the psychological and pedagogical conditions under which the implementation of continuous education at these stages of childhood proceeds most effectively are determined. The concept proclaims the rejection of the dictates of primary school education in relation to preschool education, affirms the individualization and differentiation of education, the creation of such an educational and developmental environment where each child feels comfortable and can develop in accordance with their age characteristics.
Today, the existing programs of preschool education are being reviewed in order to exclude from them the repetition of part of the educational material studied at school. Along with this, the development of diagnostic methods serving the continuity of preschool and primary school education is organized.
The concept of continuous education is focused on the relationship between preschool and primary education and involves the solution of the following priority tasks at the stage of childhood:
- introducing children to the values of a healthy lifestyle;
- ensuring the emotional well-being of each child, the development of his positive worldview;
- development of initiative, curiosity, arbitrariness, ability to creative self-expression;
- stimulation of communicative, cognitive, playful and other activity of children in various activities;
- development of competence in the sphere of relations to the world, people, oneself; inclusion of children in various forms of cooperation (with adults and children of different ages);
- formation of readiness for active interaction with the outside world (emotional, intellectual, communicative, business, etc.);
- development of the desire and ability to learn, the formation of readiness for education in the main part of the school and self-education;
- development of initiative, independence, cooperation skills in various activities;
- improving the achievements of preschool development (throughout the entire primary education);
- special assistance for the development of qualities that were not formed in preschool childhood;
- individualization of the learning process, especially in cases of advanced development or lagging behind.
Modern transformations are aimed at improving the development of children in preschool institutions and ensuring the continuity of preschool and primary school education. In particular, the transformations relate to changes in the content and methods of work, the existing forms of interconnection between kindergarten and school. One of the directions of the relationship between the two educational levels is the provision of high-quality psychological and pedagogical support, which allows not only to overcome the difficulties that arise in the learning process, but also to prevent them. These most important tasks can be successfully solved in the conditions of versatile interaction between the kindergarten and other educational structures, if the preschool institution acts as an open educational system ready for dialogue with the school and the public.
In the practice of many preschool institutions and schools, productive forms of cooperation have developed, the implementation of programs and plans to prepare preschoolers for systematic schooling. Very effective are such forms of interaction between the kindergarten teacher and the teacher as mutual acquaintance with the programs, attending open lessons and classes, familiarization with the methods and forms of work, thematic conversations about the age-related characteristics of the child's development. The links between the kindergarten, school, other institutions, and family are also very important:
- cooperation with the methodical office;
- joint participation in pedagogical councils and seminars;
- visiting children of the preparatory group of the kindergarten of the first grade;
- cooperation with the family through interaction with the parent committee;
- cooperation with psychological and pedagogical consultation and medical workers.
These types of work are focused on ensuring the natural transition of a preschooler from kindergarten to school, pedagogical support for a new social situation, assistance in socialization, assistance to the family in cooperation with the child, when the child enters school.
The kindergarten teacher and the school teacher introduce each other to the specifics of planning educational work in kindergarten and thematic lesson plans at school. This determines the necessary level of development that the child must reach by the end of preschool age, the amount of knowledge and skills that he needs to master reading, writing and mathematical knowledge.
A visit by a teacher to lessons at school, and by a teacher - classes in kindergarten allows you to get acquainted with the situation and organization of the life and education of the child, exchange experiences, find the best methods, techniques and forms of work. So, based on the analysis of open lessons, kindergarten teachers can offer first grade teachers ways to use game methods and visual aids in teaching, contributing to a closer educational and methodological continuity between kindergarten and school. Teachers during such visits can exchange information about pedagogical innovations in the periodical press.
In the process of analyzing the results of joint activities, mutual agreements are reached on the most fruitful forms of cooperation that allow teachers to inform each other about the progress of children, difficulties in their upbringing and education, the situation in the family, etc. The teacher watches the child for a long time, he can give the teacher detailed information about his personality, qualities, level of development, state of health, interests, individual characteristics, character and temperament. He can also give recommendations on the choice of ways of an individual approach to a new student and his family. Teachers and educators can also develop joint programs, forms and ways of working with families whose children have problems in developing socialization skills.
Forms of experience exchange between older preschoolers and students in the first grade are very important. The kindergarten, together with the school, organizes various events where kindergarten pupils and students meet. Such meetings actualize their curiosity, increase their interest in school and social phenomena. Future first-graders learn from schoolchildren how to behave, manners of conversation, free communication, and schoolchildren learn to take care of their younger comrades.
So, making a conclusion on all of the above, we can say that the school and kindergarten are two related links in the education system, and their task is to provide high-quality psychological and pedagogical support that allows not only to overcome the difficulties that a child has, but also to ensure their prevention. . Here, it is important to organize timely assistance from medical workers and a children's clinic, corrective psychological assistance to a kindergarten and school, mobilize efforts and, of course, understanding and cooperation with parents, with the child's family, which is a direct link in working with children. The multifaceted nature of the problem of continuity between kindergarten and school requires a constructive dialogue of all interested social and administrative groups and structures.
Program:
In our time, the problem of the continuity of preschool and primary education is very acute, i.e. joint activities of the kindergarten and the school, as a help to a younger student in overcoming problems in socialization, as well as helping a preschooler to overcome problems when entering school. On the one hand, the state wants the school to produce a comprehensively developed personality, ready for a full-fledged existence in society, on the other hand, as soon as a child enters school, he must forget about kindergarten and “survive” in the new conditions, and here problems arise and with the communication of the child, and with getting used to, and with familiarization with the new environment, new rules and norms.
Purpose: assistance in organizing joint activities of the kindergarten and school within the framework of the family socialization of the younger student.
- creation of conditions for the integrated implementation of successive tasks;
- ensuring the high quality of the educational process through the improvement of pedagogical skills and the level of scientific and theoretical competence of kindergarten and school teachers;
- formation of the readiness of a preschool child to study at school;
- helping the family to prepare for the new situation that arises when the child enters school.
Line of business:
1. methodical work with teachers and educators;
2. work with children;
3. work with parents.
Criteria for evaluation:
- analysis of the results of the educational process;
- diagnostics of the level of readiness of a preschool child to study at school;
- monitoring children of primary school age to identify developmental problems, including family ones;
- work with parents (questionnaires, conversation, cooperation) to identify the microclimate within the family.
Expected results:
1. joint work of kindergarten and school;
2. the readiness of a preschool child for school;
3. full or partial overcoming by a child of primary school age of problems in a new social situation;
4. cooperation of parents with school teachers and kindergarten teachers.
Logistics and staffing:
1) Psychologists of kindergarten and school;
2) Educators and teachers;
3) teacher organizer;
4) parents;
5) school and kindergarten administration.
Grid plan:
| № | Event | Month | Responsible |
| 1. | Diagnosis of the initial level of development of preschool children and younger schoolchildren. | September | Teachers-psychologists of kindergarten and school. |
| 2. | Discussion of the succession work plan. | October | School and kindergarten administration, teachers and educators. |
| 3. | Methodological meetings of primary school teachers and kindergarten teachers. | november | Teachers and educators. |
| 4. | Open classes for parents; New Year's fairy tale at school. | December | Teachers, educators and parents, teacher-organizer, preschool children and Jr. pupils |
| 5. | Open day in kindergarten and school. | January–April | Parents are educators. |
| 6. | Consultations-workshops for parents of future first-graders. | February–May | Parents, teachers, educational psychologists. |
| 7. | Excursions of preschool children to school, and younger students spend a holiday in the kindergarten "March 8". | March | Teachers, educators, teacher-organizer. |
| 8. | Participation of children in graduation matinees in kindergarten and school. | April May | Children, teacher-organizer, teachers and educators. |
| 9. | Parent meeting “How ready are our graduates for school”; diagnostics ml. schoolchildren “How do you like school”, analysis of the past academic year. | May | Parents, educational psychologists, school and kindergarten administration. |
| Meetings of methodical association; diagnostics of children's readiness for schooling, school of the future first-grader, work analysis. | During a year | School and kindergarten administration, educational psychologists, teachers and educators. |
So, we examined the essence of the process of socialization in kindergarten and school and how they help the family and the child as a whole.
1) as expected, kindergarten and school are the most important institutions of the child's socialization, but they are not the main ones, because the family is still the first and most important institution of the socialization of the individual. After all, it is here that the “foundation” of knowledge and skills is laid, which will be useful throughout life. Kindergarten and school play an important role in the development of the child's personality, but only based on the knowledge laid down earlier.
2) education is very important for a developing personality, but it will not be productive if it is directed at one thing or if it is carried out out of time or for everyone equally. To solve these problems, there is a certain program, both at school and in kindergarten, which is responsible for the comprehensive development of the individual, as well as for individual differentiated education and upbringing of children. It is here that it is necessary to say about the continuity of preschool and primary education.
A kindergarten and a school are two institutions where children are educated and brought up, but the age of the children is different. Since our work considers the age of a primary school student, and a child at this age still remembers what he was taught in kindergarten and it is difficult for him to switch to new social conditions, we see a close connection between these two institutions. This connection, or in other words cooperation, is necessary both for the development of preschool children and for younger students in the first year of schooling.
Conclusion.
Based on the work done, the following conclusions can be drawn:
1) the goal set by us was achieved, the tasks were completed, and the hypothesis was proved;
2) we considered such concepts as “socialization”, “family socialization”, “primary school age”;
3) we got acquainted in detail with such institutions as kindergarten and school, learned that they can interact and at the same time solve many problems that arise both for teachers and parents when interacting with the child, and for the child himself when preparing and entering school.
Socialization in a person's life is a necessary process of his development, it affects the moral, psychological, communicative, intellectual components of his personality. If we exclude this process from the stages of human development, then there would be no such thing as “society” in the world, a person would be primitive in his needs, desires and interests, and in general, humanity would not develop, but would be at one stage of development - primitive .
Family socialization is one of the types of socialization that a child encounters in the first years of his life.
The family is the first "society" a child enters. Here he adopts the first skills of survival, communication, here the child learns from his mistakes and learns from the experience of his elders. In the family, the child learns what he will need in the future.
A kindergarten is an institution where a child goes immediately after being raised in a family, but at the same time, parents do not stop studying with the child at home. Getting into kindergarten, the child has to adapt to new conditions, to a new society, to new rules of behavior. It reflects very clearly what the child was taught in the family, what is not. The child projects relationships in the family onto relationships with the guys from the group.
A school is an institution that a child enters after kindergarten. Here the same situation arises: a new team, new rules. But a number of other problems also arise here: it is the child's inability to quickly switch from kindergarten to the schoolchild's lifestyle; these may be problems that have not been resolved in the family and kindergarten at any stage of development.
Kindergarten and school are institutions where the child develops and through their interaction it is possible to solve a number of problems faced by parents, teachers, educators and the children themselves. With the interaction of these two institutions, a wonderful union can develop, and the child will feel comfortable (during individual work) when the teacher knows the approach to everyone, knowing their individual characteristics. Also, the school, through cooperation with the kindergarten, can actively work with parents, because the kindergarten interacts very closely with parents and there is a Parents' Committee.
The cooperation of these three institutions of socialization (family, kindergarten and school) is necessary for the full development of the individual.
Bibliography.
- Abashina V.V., Shaibakova S.G. Interaction of a preschool institution with society // Kindergarten from A to Z. - 2008. - No. 5. - With. 139–141.
- Aleksandrova T.I. Interaction of preschool educational institutions with other social institutions // Management of a preschool educational institution. - 2003. - No. 4. - p. 29–32.
- Andreeva N.A. Organization of joint work of teachers and parents in preparing preschool children for school // Kindergarten from A to Z - 2007. - No. 5. - p. 139–142.
- Andryushchenko T.Yu., Shashlova G.M. Crisis in the development of a child of seven years: Psychodiagnostic and correctional and developmental work of a psychologist: Proc. Allowance for students. higher textbook establishments. – M.: Ed. Center "Academy", 2003. - 96s.
- Anshukova E.Yu. Organization of work on succession between a preschool institution and a general education school // Primary school. - 2004. - No. 10.
- Bim-Bad B.M. Pedagogical Encyclopedic Dictionary / Ch. ed. B.M. Bim-Bad; Editorial staff: M.M. Bezrukikh, V.A. Bolotov, L.S. Glebova and others-M.: Great Russian Encyclopedia. - 2002. - p. 528.
- Gutkina N.I. Psychological readiness for school. 4th ed.; revised and additional - St. Petersburg: Peter, 2004. - p. 208.
- Dombrovskaya E.N. Socialization of younger schoolchildren in the process of folklore and dance classes // Primary school. - 2008. - No. 10. - p. 65–69.
- Kairova A.I., Petrova F.N. Pedagogical Encyclopedia / Ch. ed. A.I. Kairova, F.N. Petrov. – M.: “Soviet Encyclopedia”, 1964.
- Klyueva N.V., Kasatkina Yu.V. We teach children how to communicate. Character, communication. A popular guide for parents and educators. - Yaroslavl: Academy of Development, 1997. - p. 240.
- Kovinko L.V.. Education of a younger student: A manual for students. avg. and higher ped. textbook institutions, teachers classes and parents / Comp. L.V. Kovinko.-4th ed., stereotype.-M.: Ed. center "Academy", 2000. - p. 288.
- Kon I.S. Child and Society: Textbook for students of higher educational institutions. - M.: Publishing Center "Academy", 2003. - p. 336.
- Kudryavtseva E.A. Continuity in the work of kindergarten and school as a relationship in the dialogue of two educational structures // Kindergarten from A to Z. - 2008. - No. 5. - p. 57–63.
- Lagutina N.F. Kindergarten as an open developing system // Kindergarten from A to Z. - 2008. - No. 5. - p. 100–106.
- Lebedeva G.A., Mogilnikova I.V., Chepurin A.V. Family education: guidelines / Solikamsk State Pedagogical Institute / Comp. G.A. Lebedeva, I.V. Mogilnikova, A.V. Chepurin.-Solikamsk, SGPI, 2004.
- Mardakhaev L.V. Dictionary of Social Pedagogy: Textbook for students of higher educational institutions / Ed. L.V. Mardakhaev.-M.: Publishing Center "Academy", 2002.
- Mudrik A.V. Human socialization: Textbook for higher students. educational institutions.-M.: Publishing Center "Academy", 2004.
- Mukhina V.S. Developmental psychology: developmental phenomenology, childhood, adolescence: A textbook for students of universities. - 3rd ed., stereotype. -M.: Publishing Center "Academy", 1998. - p. 456.
- Nemov R.S. Psychology: Proc. for students of pedagogical universities: In 3 books - 3rd ed. - M .: Humanitarian Publishing Center VLADOS, 1999.-Kn.3: Psychodiagnostics. Introduction to scientific psychological research with elements of mathematical statistics. - With. 632.
- Paramonova L., Arushanova A. Preschool and primary school: the problem of continuity // Preschool education.-1998.-№4.
- Platokhina N.A.. Interaction of a preschool educational institution with social institutions in the process of developing a value attitude towards the native land in children // Kindergarten A to Ya. - 2008. - No. 5. - p. 44–56.
- Ratnichenko S.A. Family education as a factor in the emotional development of a preschooler // Kindergarten from A to Z. - 2007. - No. 1. - p. 150–158.-Psychology of the family.
- Semina O. Learning to interact with parents // Preschool education. - 2003. - No. 4. - p. 33–36.
- Sokolova T.P. Cooperation between kindergarten and school as one of the conditions for ensuring the continuity of preschool and primary school education // Kindergarten from A to Z. - 2007. - No. 5. - p. 129–139.
- Solodyankina O.V. Cooperation of a preschool institution with a family: A manual for employees of preschool educational institutions.-M .: ARKTI, 2004.
- Trubaychuk L.V. Preschool educational institution as an open system // Kindergarten from A to Z. - 2008. - No. 5. - p. 6–12.
- Fomina V.P. Features of the organization of the educational process (from work experience) [text] / V.P. Fomina // Education in modern school. - 2007. - No. 2. - p.13–20.
- Yasnitskaya V.R. Social education in the classroom: Theory and methodology: Textbook for students of higher pedagogical educational institutions / Ed. A.V. Mudrika.-M.: Publishing Center "Academy", 2004. - p.352.
- Amonoshvili Sh.A. Hello children. Moscow. 1983
- Bogiovich L.I. Selected Psychological Works / Ed. DI. Feldstein / Moscow. 1995
- Readiness for school / Ed. I.V. Dubrovinka/ Moscow. 1995
- Diagnostic and coordination work of a school psychologist. / Ed. I.V. Dubrovinka / Moscow. 1987
- Kulachina I.Yu. Developmental psychology Moscow. 1991
- Kravtsova E.E. Psychological problems of children's readiness for schooling. Moscow. 1983
- Mukhina V.S. Child psychology Moscow. 1985
- Features of the mental development of children 6 - 7 years of age. / Ed. D.B. Elkonina, A.L. Wenger/ Moscow. 1988
Article: "FGOS DOE AND PREPARING CHILDREN FOR SCHOOL"
“Raising a child really means raising the life in a child. The teacher should not educate the child, but the life in the child.”(Sh. Amonashvili.)
What is the Federal State Standard for Preschool Education?
Federal state standards are established in the Russian Federation in accordance with the requirement
Article 12 of the "Law on Education" and represent
a set of mandatory requirements for preschool education.
What are the requirements put forward by the GEF DOW?
The standard puts forward three groups of requirements:
Requirements for the structure of the educational program of preschool education;
Requirements for the conditions for the implementation of the educational program of preschool education.
Requirements for the results of mastering the educational program of preschool education.
What is the distinguishing feature of the Standard? For the first time in history, preschool childhood has become a special self-valuable level of education, the main goal of which is the formation of a successful personality.
The key setting of the standard is to support the diversity of childhood through the creation of conditions for the social situation of the assistance of adults and children for the development of the abilities of each child.
What should be a graduate of a preschool educational institution?
A child - a graduate of a preschool educational institution should have personal characteristics, among them initiative, independence, self-confidence, a positive attitude towards himself and others, a developed imagination, the ability to volitional efforts,
curiosity.
The main purpose of pre-school education is not preparation for school.
How will GEF ensure that children are prepared for school?
Not a child should be ready for school, but a school for a child! Children should be so at the exit from kindergarten that they do not feel neurotic in the first grade, but are able to calmly adapt to school conditions and successfully master the educational program of elementary school. At the same time, the school must be ready for different children. Children are always different and in these differences and diverse experiences of the first years of life lies the great potential of each child.
The purpose of the kindergarten is to develop the child emotionally, communicatively, physically and mentally. To form resistance to stress, to external and internal aggression, to form abilities, a desire to learn. At the same time, it should be borne in mind that today's children are not the same as they were yesterday.
Will preschoolers study like in school?
The child must learn through play. The first skills in drawing, singing, dancing, reading. Accounts and letters will enter the child's world of knowledge through the gates of children's play and others.
children's activities. Through play and experimentation, communication, children get to know the world around them. At the same time, the main thing is not to push the forms of school life onto preschool education.
What is the involvement of parents?
Parents have the right to choose any form of education. These are private gardens, family, while they have the right "at any stage of education to continue education in an educational organization" Article 44 "Law on Education in the Russian Federation" "parents are obliged to ensure that their children receive a general education."
Attachment 1
Working with parentsGoal: Creating conditions for the inclusion of parents of future
first-graders in the process of preparing a child for school.
Tasks:
Inform parents about the criteria for readiness of children for school.
Inform parents about the problems of first-graders (during the period of adaptation to school) and their causes.
Offer practical advice and guidance on how to prepare your child for school.
Our children are one more year older. Now they
pupils of the preparatory group, the oldest in kindergarten.
Back to school soon! How the child's education will turn out in the first grade depends largely on our efforts. How the child will meet with the school will largely depend on what attitude he has towards school, what expectations will be formed. The formation of the desire to become students is the enrichment of the general development of a preschooler, the creation of a positive psychological attitude to a new stage of life. The serious attitude of the family towards preparing the child for school should be based on the desire to form in the child a desire to learn a lot and learn a lot, educating children in independence, interest in school, a friendly attitude towards others, self-confidence, the absence of fear to express their thoughts and ask questions, to show activity in communication with teachers.
What characterizes an independent child? The independence of the older preschooler is manifested in his ability and desire to act, in his readiness to seek answers to emerging questions. Independence is always associated with the manifestation of activity, initiative, elements of creativity.
An independent child is, first of all, a child who, as a result of the experience of successful activity, supported by the approval of others, feels confident. The whole situation of schooling (new requirements for the behavior and activities of the student, new rights, obligations, relationships) is based on the fact that during the years of preschool childhood, the child has formed the foundations of independence, elements of self-regulation, organization. The ability to relatively independently solve accessible problems is the prerequisite for the social maturity required at school.
Experience shows that a first grader who does not have this quality developed experiences serious neuropsychic overload at school. A new environment, new requirements cause him a feeling of anxiety and self-doubt. The habit of constant guardianship of an adult, the performance model of behavior that has developed in such a child in preschool childhood, prevent him from entering the general rhythm of the class, make him helpless in completing assignments. Ill-conceived tactics of education, the desire of an adult, even with the best of intentions.
Constantly taking care of and helping the child in elementary matters in advance create serious difficulties for his learning. Adaptation to the school of such children is significantly delayed. Now we will dwell on the criteria for the readiness of children for school, that is, we will consider what should be characteristic of a child in order for him to be ready for school.
While we are going to reveal the content of each component of school readiness, please try to “try them on” for your child and decide what you need to pay attention to today so that your child is successful at school.
Readiness criteria:
1. physical
2. intelligent
3. social
4. motivational.
Physical readiness is such a level of development of all body systems at which daily training loads do not harm the child, do not cause him excessive stress and overwork. Each child has his own, well-defined, adaptive resource, and it is laid long before the child enters school. When choosing a school and school load, it is necessary to pay attention to the health group, the conclusions of doctors, and the child's illness.
Intellectual readiness- includes the knowledge of the child, the presence of special skills and abilities (the ability to compare, generalize, analyze, classify the information received, have a sufficiently high level of development of the second signal system, in other words, speech perception). Mental skills can also be expressed in the ability to read, count. However, a child who reads and even knows how to write is not necessarily well prepared for school. It is much more important to teach a preschooler a competent retelling, the ability to reason and think logically.
Social readiness is the mood of the child to work and
cooperation with other people, in particular adults, who have taken on the role of teacher-mentors. Having this component of readiness, the child may be attentive for 30-40 minutes, he can work in a team. Having got used to certain requirements, the manner of communication of teachers, children begin to demonstrate higher and more stable learning results.
Motivational readiness - implies a reasonable desire to go to school. In psychology, there are different motives for a child's readiness for school: playful, cognitive, social. A child with a play motive ("There are a lot of guys, and you can play with them") is not ready for school. The cognitive motive is characterized by the fact that the child wants to learn something new, interesting. This is the most optimal motive, having which, the child will be successful in the first grade and during the period of study in elementary school. The social motive is characterized by the fact that the child wants to acquire a new social status: to become a schoolchild, to have a portfolio, textbooks, school supplies, and his own workplace. But one should not start from the fact that only the cognitive motive is the most basic, and if the child does not have this motive, then he cannot go to school. By the way, elementary school teachers are focused on the game motive and in many respects their activities, and the learning process is carried out using game forms.
I offer you this dialogue...
Somehow three girls argued about which of them would be the best first grader.
I will be the best first grader, - says Lucy, - because my mother has already bought me a school bag.
No, I'll be the best first grader, - said Katya. - My mother sewed a uniform dress with a white apron for me.
No, I ... No, I, Lenochka argues with her friends. - I not only have a school bag and a pencil case, not only a uniform dress with a white apron, they gave me two more white ribbons in pigtails .... This dialogue shows not awareness, not readiness of girls for school.
The beginning of school life is a serious test for children, as it is associated with a drastic change in the whole way of life of the child. He must get used to:
- to a new teacher;
- to a new team;
- to new requirements;
- to daily duties.
And every child, without exception, goes through the process of adaptation to school (the process of adaptation). And naturally, the more the child has the necessary skills, qualities, the faster he will be able to adapt. But for some children, the school requirements are too difficult, and the routine is too strict. For them, the period of adaptation to school can be traumatic. What are the problems facing first graders at this time? Where do these difficulties come from? And can they be avoided? Many difficulties can be avoided if you pay attention to them in time.
Most of the sources of possible school difficulties and
troubles are often hidden in preschool childhood. The reasons:
Parents of a child under 6-7 years of age:
- not so often they pay attention to the development of the baby (“Yes, he still has time to learn, there is a school for this!”),
- do not pay attention to the peculiarities of his communication with surrounding adults and peers (“it will pass with time ...”),
- the presence or absence of a desire to learn (“gets involved,
grow up, you look, and everything will pass"),
- do not teach the child to manage their emotions, actions, obey the requirements the first time.
As a result, children do not appear to have formed important components of school readiness.
What you need to know and be able to a child entering school:
1. Your first name, patronymic and last name.
2. Your age (preferably date of birth).
3. Your home address.
4. Your city, its main attractions.
5. The country in which he lives.
6. Surname, name, patronymic of parents, their profession.
7. Seasons (sequence, months, main signs of each season, riddles and poems about the seasons).
8. Domestic animals and their cubs.
9. Wild animals of our forests, hot countries, the North, their habits, cubs.
10. Transport land, water, air.
11. Distinguish clothes, shoes and hats; wintering and migratory birds; vegetables, fruits and berries.
12. Know and be able to tell Russian folk tales.
13. Distinguish and correctly name planar geometric shapes: circle, square, rectangle, triangle, oval.
14. Freely navigate in space and on a sheet of paper (right - left side, top, bottom, etc.)
15. Be able to fully and consistently retell the listened story, compose, come up with a story from the picture.
16. Distinguish between vowels and consonants.
17. Divide words into syllables according to the number of vowels.
18. Good command of scissors (cut strips, squares, circles, rectangles, triangles, ovals, cut an object along the contour).
19. Use a pencil: draw vertical and horizontal lines without a ruler, draw geometric shapes, animals, people, various objects based on geometric shapes, carefully paint over, hatch with a pencil without going beyond the contours of objects.
Preparing children for writing begins long before the child enters school. In the preparatory group, this is given special attention.
Preparation for writing involves the development in children:
Fine motor skills of the fingers (for this purpose, it is necessary to teach children to perform a variety of practical tasks, create crafts using various tools, in the process of which such qualities as the accuracy of voluntary hand movements, eye, accuracy, attention, concentration develop).
Spatial orientation, in particular, on a sheet of paper, as well as in general directions of movement (left to right, top to bottom, forward - backward, etc.).
Visual and graphic skills in the process of visual activity, as well as with the help of graphic exercises.
Coloring has a positive effect on the preparation of the hand for writing. For this purpose, you can use ready-made coloring books. When performing such tasks at home, it is necessary to pay the child's attention to the fact that the image is painted over carefully enough, evenly and accurately.
Helps the development of graphic skills performing various tasks related to hatching. Hatching is performed under the guidance of an adult. Mom or dad show how to draw strokes, control the parallelism of the lines, their direction, the distance between them. For hatching exercises, you can use ready-made stencils depicting objects.
20. Freely count up to 20 and back, perform counting operations within 20. Correlate the number of objects and the number. Learn the composition of numbers: 2, 3, 4, 5. Read the simplest mathematical records.
21. Be able to listen carefully, without being distracted.
22. Maintain a slender, good posture, especially when sitting.
Tips for parents:
Develop perseverance, diligence of the child, the ability to bring things to the end
Form his mental abilities, observation, inquisitiveness, interest in knowing the environment. Make riddles for your child, make them together with him, conduct elementary experiments. Let the child talk aloud.
If possible, do not give the child ready-made answers, make him think, explore.
Put the child in front of problem situations, for example, invite him to find out why yesterday it was possible to sculpt a snowman out of snow, but not today.
Talk about the books you read, try to find out how the child understood their content, whether he was able to understand the causal relationship of events, whether he correctly assessed the actions of the characters, whether he is able to prove why he condemns some heroes and approves others.
Be attentive to the child's complaints.
Teach your child to keep their belongings in order.
Do not scare your child with difficulties and failures at school.
Teach your child the right way to deal with failure.
Help your child gain a sense of self-confidence.
Teach your child to be independent.
Teach your child to feel and be surprised, encourage his curiosity.
Strive to make every moment of communication with the child useful.
