Preparing for school in the garden. Consultation “Preparing children for school in preschool settings”

Sections: Working with preschoolers

Introduction.

The most important task facing the preschool education system is the comprehensive development of the child’s personality and preparing children for school.

Preparing children for school is not a new problem in itself; it has been given great importance, since preschool institutions have all the conditions to solve this problem. Back in the fifties and sixties, the issues of preparing children for school in practice were considered rather narrowly and were reduced to the assimilation of knowledge in the field of the formation of elementary mathematical concepts and teaching literacy. However, the actualization of the issues of children’s preparation for school is due to the fact that the primary school switched to a four-year term of study, which required coordinated changes in the organization of continuity in the work of the kindergarten and school.

For the first time, the concept of continuity between a kindergarten and a school was discovered by academician Zaporozhets A.V., as a broad concept associated not only with coordination of the work of a 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 diverse development.

This work was further continued in the research of psychologists such as D. B. Elkonin, Davydov. V., Poddyakov N.N. and others. And among teachers, this work was reflected in the research of Nechaeva V.G., Markova T.A., Bure R.S., Taruntaeva T.V.

What is meant by the concept of “readiness of children to learn at school”? First of all, it is not individual knowledge and skills that are understood, but their specific set, in which all the basic elements must be present, although the level of their development may be different. What components are included in the “school readiness” set? This is, first of all, motivational, personal readiness, which includes the “inner position of the student”, volitional readiness, intellectual readiness, as well as a sufficient level of development of hand-eye coordination, physical readiness.! An integral part is diverse 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 areas of a child’s life.” Psychological readiness for school is only one aspect of this task, although it is extremely important and significant. However, within one aspect, different approaches exist and can be distinguished. Taking into account all the diversity and diversity of research ongoing in this area, she identified and outlined several main 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 powerful development in psychology and pedagogy in connection with the question of the possibility of learning at school from an earlier age.

Research in this area has established that children five to six years old have significantly more intellectual, mental and physical capabilities than expected, which makes it possible to transfer part of the first grade program to the preparatory groups of kindergartens.

Works that can be attributed to this approach are studies carried out by such authors as T.V. Taruntaeva, L.E. Zhurova, which convincingly demonstrate that through the social organization of educational work it is possible to successfully teach children of this age the basics of mathematics and literacy, and thereby significantly improve their preparation for school.

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 acquired preschool content is usually consistent with their age capabilities, i.e. given in an age-appropriate form. However, the form of activity itself with this approach is not the subject of psychological research. Therefore, the question of the possibility of transition to a new form of activity, which is core to 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 placed on the child by the school are determined, and on the other, neoplasms and changes in the child’s psyche that are observed towards the end of preschool age are examined.

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 in class what the teacher requires; he must strictly follow the school regime, obey school rules, and achieve a good assimilation of the knowledge and skills required by the program.” At the same time, she identifies such new formations in the child’s psyche that exist in accordance with the requirements imposed by modern schools.

Thus, a child entering school must have a certain level of development of cognitive interests, readiness to change social position, and desire to learn; in addition, he must have indirect motivation, internal ethical authorities, and self-esteem. The totality of these psychological properties and qualities, according to scientists, constitutes psychological readiness for schooling.

It should be noted that schooling and educational activities are far from unambiguous concepts. With the modern organization of school life, educational activities, as V.V. Davydov and D.B. Elkonin point out, are not developed 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 school education should be understood as the presence of prerequisites and sources of educational activity in preschool age. Taking this position into account is a distinctive feature of the third selected approach. Its essence lies in the fact that the works belonging to this direction examine the genesis of individual components of educational activity and identify ways of their formation in specially organized training sessions.

Special studies revealed that children who underwent experimental training (drawing, modeling, applique, 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 developed psychological readiness for schooling.

When 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 work classified by E.E. Kravtsova as belonging to the fourth approach, which seems to be the most interesting in terms of the problem of psychological readiness for school, is devoted to identifying a single psychological neoplasm that lies at the origins of educational activity. The study of D.B. Elkonin and E.M. Bokhorsky corresponds to this approach. The authors' hypothesis was that the new formation 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 K. Levin technique aimed at identifying the level of satiety. The child was given the task of transferring a very large number of matches from one pile to another, and the rule was that he could only take one match at a time. It was assumed that if a child has developed psychological readiness for schooling, then he will be able to cope with the task despite satiety and even in the absence of an adult.

The problem of a child's readiness for school education is quite acute today. For a long time it was believed that the criterion of a child’s readiness for learning was 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 school education means, first of all, to generalize and differentiate objects and phenomena of the surrounding world in appropriate categories.

The concept of readiness for schooling as a complex of qualities that forms the ability to learn was adhered to by A.N. Leontyev, V.S. Mukhina, A.A. Lublinskaya. They include in the concept of readiness to learn the child’s understanding of the meaning of educational tasks, their difference from practical ones, awareness of how to perform an action, skills of self-control and self-esteem, development of volitional qualities, the ability to observe, listen, remember, and achieve solutions to assigned tasks.

There are three main lines along which preparation for school should be carried out:

Firstly, this is general development. By the time a child becomes a schoolchild, his overall development should reach a certain level. We are talking primarily about the development of memory, attention and especially intelligence. And here we are interested in both his existing stock of knowledge and ideas, and his ability, as psychologists say, to act on the internal plane, or, in other words, to perform certain actions in the mind;

Secondly, it is the development of the ability to arbitrarily control oneself. A preschool child has vivid perceptions, easily switched attention and a good memory, but he still does not know how to control them voluntarily. He can remember for a long time and in detail some event or conversation of adults, perhaps not intended for his ears, if it somehow 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 it or even don’t want it at all;

Thirdly, the formation of motives that encourage learning. This does not mean the natural interest that preschool children show in school. We are talking about cultivating real and deep motivation, which can become an incentive for their desire to acquire knowledge. Forming motives for learning and a positive attitude towards school is one of the most important tasks of the teaching staff of a kindergarten and family in preparing children for school.
The work of a kindergarten teacher in developing children’s motives for learning and a positive attitude towards school is aimed at solving three main tasks:

1. formation in children of correct ideas about school and learning;
2. formation of a positive emotional attitude towards school;
3. formation of experience in educational activities.

To solve these problems, I use various forms and methods of work: excursions to school, conversations about school, reading stories and learning poems on school topics, looking at pictures that reflect school life and talking about them, drawing a 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 kindergarten at the request of their parents. Objective: to assist families in raising children.

In kindergarten, children under 3 years of age are in the care of teachers (persons with special education); Children from 3 to 7 years old are raised by teachers with special pedagogical education. The kindergarten is headed by a manager who has a higher pedagogical education and experience in educational work.

Each kindergarten is closely connected with the children's families. Educators promote pedagogical knowledge among parents.

Children gradually develop basic skills in educational activities: 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, forest, city streets, etc. On excursions, children are taught to observe nature and develop a love for nature and people’s work. After classes, children spend time outdoors: playing, running, playing in the sandbox. At 12 o'clock - lunch, and then 1.5 - 2 hours - sleep. After sleep, children play independently 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 outside.

New tasks facing a preschool institution require its openness, close cooperation and interaction with other social institutions that help it solve educational problems. In the new century, kindergarten is gradually turning into an open educational system: on the one hand, the pedagogical process of a preschool institution becomes more free, flexible, differentiated, and humane on the part of the teaching staff, on the other hand, teachers are focused on cooperation and interaction with parents and nearby social institutions.

Cooperation involves communication on equal terms, where no one has the privilege of specifying, controlling, or evaluating. 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 considers cooperation between students, parents and teachers to be internal. Externally – partnership with the state, schools, universities, cultural centers, medical institutions, sports organizations, etc., ensuring the holistic development of a preschool child.

Thus, we can conclude that kindergarten plays a huge role in the development of a child’s personality. A preschooler, with the normal functioning of the institution, the child develops comprehensively and is ready for the next stage of development in his life, ready to study at school.

There have been different points of view on the definition of the concept of “school”.

A school is an educational institution. Some pedagogical theorists focus on the development of personality at school, and school itself is considered as “preparation for adult life,” other experts emphasize the educational functions of the school, and a number of teachers consider educational aspects to be the main ones in school. In reality, the school combines many functions, including those on which the above points of view focus their attention.

There are also a large number of very different classifications of types and types of schools. Schools can be supported by the state or private individuals and organizations (private schools, non-state educational institutions). Based on the nature of the knowledge imparted, schools are divided into general education and professional (special); according to the level of education provided - primary, incomplete secondary, secondary, higher; by gender of students - male, female, coeducational. According to various principles of organizing education and training, the following are distinguished: a unified school, a labor school (its subtype is an illustrative school). For children who do not have conditions for a normal existence and upbringing, boarding schools are created, for children in need of treatment - sanatorium-forest schools, etc.

Throughout human history, one of the main issues of pedagogy has been the interaction between “school and life.” Already in primitive society, in preparation for initiation, the main features of the formal school, as it has been preserved to the present day, are visible: it complements spontaneous, natural, in particular family, socialization. In everyday life, only practical demonstration and imitation are not enough for a growing person to acquire the qualities he and the community need. To achieve these goals, the communication and assimilation of concentrated, specially selected knowledge is also necessary; Exercises are needed to master complex skills. The selection of the content of school education is determined by its goals and principles, i.e. involves a meaningful plan or program of education. Education is carried out in school as an institution that provides contact and communication between a relatively small number of more advanced and experienced people (teachers, educators) with many less advanced and experienced people (students, educated people). Educational content is communicated and learned through the specific interaction between teachers and students—teaching and learning. School education is considered successful when it ends with a public demonstration of acquired knowledge and skills - exams.

The school’s objectives are varied and one can talk about them for a long time. Fomina V.P. The school’s most important task is to increase the efficiency 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 is a normal distribution of the load of mental and physical labor, both for teachers and students.

So, school to this day remains an important institution for the socialization of a child; it is here that the “foundation” is laid that will be necessary and which the child will remember all his life. It is not without reason that they say that school years are the brightest years. Teachers, in turn, have a huge responsibility (no less than parental responsibility) for the future of their students; they become their second parents and are fully responsible for their safety, including moral.

Thus, from all of the above, the following conclusions can be drawn: kindergarten and school are integral components 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 accepted in a particular society. It is in these institutions that the child receives enormous social experience. A child learns to explore the world, first together with an adult, and then independently. He makes mistakes, learns from his 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 - to prevent the child from getting 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 left alone with his fears and self-doubt. The child must know that he is not alone in this world, that, if anything happens, 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 turns out the way we want. This is a very difficult task, which is why specialists in this field work with children, which is why comprehensive work is necessary for the productive activities of these institutions. After all, when a person, for example, has 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 strive for. There is no need to put everything on teachers and educators.

Joint activities of kindergarten and school at work.

Having considered the kindergarten and school, we need to find out how they directly help the younger student. After all, this is the age when the child has just recently graduated from kindergarten and has not yet gotten used to it, does not know the new routine, the new place, the society of the school. We need to find out how the school solves these problems (if it does) and how the kindergarten helps it with this. We are talking about 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 teaching teams of kindergarten and school.

Continuity ensures continuity of development based on the synthesis of the most essential 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 examines several views on the continuity of preschool and primary education. Some scientists believe that continuity should be understood as the 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. They characterized continuity in terms of the dynamics of children’s development, the organization and implementation of the pedagogical process itself.

Other scientists consider the main component of continuity to be the relationship in the content of the educational process. Some characterize continuity in forms and methods of teaching.

There are studies where continuity is considered through children’s readiness 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 areas, including goals, content, forms, methods, and be realized through the interaction of all professional levels, including the work of a kindergarten teacher, school teacher, preschool psychologist, psychologist schools, etc.

In 1996, the board of the Ministry of Education of the Russian Federation for the first time registered continuity as the main condition of 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, 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 lifelong education at these stages of childhood proceeds most effectively are determined. The concept proclaims a rejection of the dictates of the initial stage of school education in relation to preschool education, affirms the individualization and differentiation of education, the creation of an educational and developmental environment where every child feels comfortable and can develop in accordance with his or her age characteristics.

Today, existing preschool education programs are being reviewed in order to exclude from them the repetition of some of the educational material studied at school. Along with this, the development of diagnostic methods has been organized to serve the continuity of preschool and primary school education.

The concept of lifelong education is focused on the relationship between preschool and primary education and involves solving the following priority tasks at the childhood stage:

1. introducing children to the values ​​of a healthy lifestyle;
2. ensuring the emotional well-being of each child, developing his positive worldview;
3. development of initiative, curiosity, arbitrariness, and the ability for creative self-expression;
4. stimulation of communicative, cognitive, play and other activity of children in various types of activities;
5. development of competence in the field of relationships to the world, people, oneself; inclusion of children in various forms of cooperation (with adults and children of different ages);
6. formation of readiness for active interaction with the outside world (emotional, intellectual, communicative, business, etc.);
7. development of the desire and ability to learn, formation of readiness for education at the main level of school and self-education;
8. development of initiative, independence, cooperation skills in various types of activities;
9. improving the achievements of preschool development (throughout primary education);
10. special assistance for the development of qualities that were not formed in preschool childhood;
11. individualization of the learning process, especially in cases of advanced development or lag.

Modern reforms 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 concern changes in the content and methods of work, the existing forms of relationship between kindergarten and school. One of the areas of relationship between the two educational levels is to provide high-quality psychological and pedagogical support, which allows not only to overcome emerging difficulties in the learning process, but also to prevent them. These most important tasks can be successfully solved in the conditions of multifaceted 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, implementing programs and plans to prepare preschoolers for systematic education at school. Very effective forms of interaction between a kindergarten teacher and a teacher are mutual familiarization with programs, attendance at open lessons and classes, familiarization with methods and forms of work, and thematic conversations about the age-related characteristics of a child’s development. The connections between kindergarten, school, other institutions, and family are very important:

1. cooperation with the methodological office;
2. joint participation in pedagogical councils and seminars;
3. children attending the preparatory group in first grade kindergarten;
4. cooperation with the family through interaction with the parent committee;
5. 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 required level of development that a child must achieve by the end of preschool age, the amount of knowledge and skills that he needs to master reading, writing and mathematical knowledge.

A teacher’s visit to lessons at school, and a teacher’s visit to classes in a kindergarten allows you to get acquainted with the environment and organization of a child’s life and education, exchange experiences, and find optimal methods, techniques and forms of work. Thus, kindergarten teachers can, based on an analysis of open lessons, offer first-grade teachers ways to use game methods and visual aids in teaching, promoting closer educational and methodological continuity between kindergarten and school. During such visits, teachers can exchange information about pedagogical innovations in periodicals.

In the process of analyzing the results of joint activities, mutual agreements are reached on the most fruitful forms of cooperation, which 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 observes 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 choosing ways to individually approach a new student and his family. Teachers and educators can also develop joint programs, forms and methods of working with families whose children have problems developing socialization skills.

Forms of exchange of experience among 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 and increase interest in school and social phenomena. Future first-graders learn from schoolchildren ways of behavior, manners of conversation, free communication, and schoolchildren learn to take care of their younger friends.

So, drawing a conclusion from all of the above, we can say that school and kindergarten are two adjacent links in the education system, and their task is to provide high-quality psychological and pedagogical support, which allows not only to overcome the difficulties that arise in the child, but also to ensure their prevention . What is important here is the organization of timely assistance from medical workers and the children's clinic, correctional psychological assistance from kindergartens and schools, mobilization of efforts and, of course, understanding and cooperation with parents and 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 constructive dialogue between all interested social and administrative groups and structures.

Program:

Nowadays, the problem of continuity between preschool and primary education is very acute, i.e. joint activities of kindergarten and school, as help to a younger schoolchild in overcoming problems in socialization, as well as as help to a preschooler in overcoming problems when entering school. On the one hand, the state wants the school to produce a fully developed individual, 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 new conditions, and this is where problems arise and with the child’s communication, and with adaptation, and with familiarization with a new environment, new rules and norms.

Goal: assistance in organizing joint activities of kindergarten and school within the framework of family socialization of primary schoolchildren.

1. creating conditions for the comprehensive implementation of successive tasks;
2. ensuring high quality of the educational process through increasing pedagogical skills and the level of scientific and theoretical competence of kindergarten and school teachers;
3. developing the readiness of a preschool child to study at school;
4. helping the family prepare for the new situation that arises when the child enters school.

Area of ​​activity:

1. methodological work with teachers and educators;
2. working with children;
3. work with parents.

Criteria for evaluation:

1. analysis of the results of the educational process;
2. diagnostics of the level of readiness of a preschool child for learning at school;
3. monitoring children of primary school age to identify developmental problems, including family problems;
4. work with parents (questionnaires, conversation, cooperation) to identify the microclimate within the family.

Expected results:

1. joint work of kindergarten and school;
2. readiness of a preschool child for school;
3. complete 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.

Material and personnel support:

1) Psychologists of kindergarten and school;
2) Educators and teachers;
3) teacher organizer;
4) parents;
5) school and kindergarten administration.

Grid plan:

During a year

School and kindergarten administration, educational psychologists, teachers and educators.

2).education is very important for a developing personality, but it will not be productive if it is aimed at one thing or is carried out at the wrong time or in the same way for everyone. To solve these problems, there is a certain program, both in 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 talk about the continuity of preschool and primary education.

Kindergarten and school are two institutions where children are educated and educated, but the ages of the children are 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 for the development of both preschool children and younger schoolchildren in their first year of school.

Conclusion.

Based on the work done, the following conclusions can be drawn:

1) our goal was achieved, the tasks were completed, and the hypothesis was proven;
2) we examined such concepts as “socialization”, “family socialization”, “junior school age”;
3) we got to know in detail such institutions as kindergarten and school, we learned that they can interact and at the same time solve many problems that arise both for teachers and parents when interacting with a child, and for the child himself when preparing for and enrolling in school.

Socialization in a person’s life is a necessary process of his development; it affects the moral, psychological, communicative, and intellectual components of his personality. If we exclude this process from the stages of human development, then there would be no such concept as “society” in the world, man 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” into which a child finds himself. Here he adopts the first skills of survival and communication, here the child learns from his mistakes and adopts 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 ends up immediately after being raised in a family, but the parents do not stop working with the child at home. When entering kindergarten, a child has to adapt to new conditions, a new society, and new rules of behavior. This very clearly reflects what the child was taught in the family and what he did not. The child projects relationships in the family onto relationships with the guys from the group.

School is an institution where a child enters after kindergarten. The same situation arises here: a new team, new rules. But here a number of other problems arise: the child’s inability to quickly switch from kindergarten to the lifestyle of a schoolchild; 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 (when working individually) when the teacher knows the approach to everyone, knowing their individual characteristics. Also, through cooperation with the kindergarten, the school can actively work with parents, because the kindergarten interacts very closely with parents and there is a Parent Committee.

The cooperation of these three institutions of socialization (family, kindergarten and school) is necessary for the full development of the individual.

Bibliography.

1. Abashina V.V., Shaibakova S.G. Interaction of a preschool institution with society // Kindergarten from A to Z. - 2008. - No. 5. - With. 139–141.
2. Alexandrova T.I. Interaction of preschool educational institutions with other social institutions // Management of a preschool educational institution. – 2003. – No. 4. – p.
3. 29–32. Andreeva N.A.
4. Organization of joint work of teachers and parents to prepare preschool children for school // Kindergarten from A to Z - 2007. - No. 5. - p. 139–142. Andryushchenko T.Yu., Shashlova G.M.
5. Developmental crisis of a seven-year-old child: Psychodiagnostic and correctional-developmental work of a psychologist: Textbook. A manual for students. higher textbook establishments. – M.: Publishing house. Center “Academy”, 2003. – 96 p.
6. Anshukova E.Yu. Organization of work on continuity between preschool institutions and secondary schools // Primary school. – 2004. – No. 10.
7. Gutkina N.I. Psychological readiness for school. 4th ed.; reworked
8. and additional – St. Petersburg: Peter, 2004. – p. 208. Dombrovskaya E.N.
9. Socialization of junior schoolchildren in the process of folklore and dance classes // Elementary school. – 2008. – No. 10. – p. 65–69.
10. Kairova A.I., Petrova F.N. Pedagogical encyclopedia / Ch. ed.
11. A.I. Kairova, F.N. Petrova. – M.: “Soviet Encyclopedia”, 1964. Klyueva N.V., Kasatkina Yu.V.
12. We teach children to communicate. Character, communication skills. A popular guide for parents and teachers.-Yaroslavl: Academy of Development, 1997. – p. 240.
13. Kovinko L.V.. Education of a primary school student: A manual for students.
14. avg. and higher ped. textbook institutions, teachers classes and parents / Comp. L.V. Kovinko.-4th ed., stereotype.-M.: Publishing house. Center “Academy”, 2000. – p. 288. Kon I.S.
15. Child and society: Textbook for students of higher educational institutions. – M.: Publishing center “Academy”, 2003. – p. 336. Kudryavtseva E.A.
16. 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.
17. 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.
18. Family education: methodological recommendations / Solikamsk State Pedagogical Institute / Compiled by. G.A. Lebedeva, I.V. Mogilnikova, A.V. Chepurin.-Solikamsk, SGPI, 2004.
19. Mardakhaev L.V. Dictionary of social pedagogy: Textbook for students of higher educational institutions / Author's compilation. L.V. Mardakhaev.-M.: Publishing center “Academy”, 2002.
20. Mudrik A.V. Human socialization: Textbook for higher education students.
21. educational institutions.-M.: Publishing center “Academy”, 2004. Mukhina V.S.
22. Developmental psychology: phenomenology of development, childhood, adolescence: Textbook for university students - 3rd ed., stereotype. –M.: Publishing center “Academy”, 1998. – p. 456. Family education as a factor in the emotional development of a preschooler // Kindergarten from A to Z. – 2007. – No. 1. – p.
23. 150–158.-Psychology of the family. Semina O.
24. Learning to interact with parents // Preschool education. – 2003. – No. 4. – p. 33–36. Sokolova T.P.
25. 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.
26. Cooperation of a preschool institution with the family: A manual for employees of preschool educational institutions.-M.: ARKTI, 2004. Trubaychuk L.V.
27. Preschool educational institution as an open system // Kindergarten from A to Z. – 2008. – No. 5. – p. 6–12. Fomina V.P.
28. Features of the organization of the educational process (from work experience) [text] / V.P. Fomina // Education in modern school. – 2007. – No. 2. – pp. 13–20. Yasnitskaya V.R.
29. 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.
30. Hello children. Moscow. 1983 Bogiovich L.I.
31. Selected psychological works / Ed. DI. Feldstein / Moscow. 1995 Readiness for school / Ed. I.V. Dubrovinka
32. / Moscow. 1995
33. Diagnostic and coordination work of a school psychologist. /Ed. I.V. Dubrovinkoy / Moscow. 1987
34. Kulachina I.Yu. Developmental psychology Moscow. 1991
35. Family education: methodological recommendations / Solikamsk State Pedagogical Institute / Compiled by. G.A. Lebedeva, I.V. Mogilnikova, A.V. Kravtsova E.E.
36. Psychological problems of children's readiness to study at school. Moscow. 1983 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

Preparing children for school in preschool settings

Continuity from the perspective of the school is a reliance on the knowledge, skills and abilities that the child has; what has been learned is comprehended at a higher level. The organization of work at school should take into account the preschool conceptual and operational level of development of the child.

Continuity from the point of view of a kindergarten is an orientation to the requirements of the school, the formation of the knowledge, skills and abilities that are necessary for further education at school.

The main goal of preschool education is the comprehensive development of the child’s personality and his abilities (cognitive, communicative, creative, regulatory). This is realized through various types of children's activities: gaming, educational, artistic, motor, elementary labor.

There are currently about 20 core preschool programs. Let's name some of them: “Program of education and training in kindergarten” edited by M.A. Vasilyeva, “Rainbow” edited by T.N. Doronova, “Childhood” edited by T.I. Babaeva, “Origins” edited by L A. Paramonova, S. L. Novoselova, etc.

The main goals of these programs are to create favorable conditions for a child to fully enjoy preschool childhood, to form the foundations of basic personal culture, to comprehensively develop mental and physiological qualities in accordance with age and individual characteristics, and to prepare the child for life in modern society.

To achieve these goals, the following are of paramount importance:

• Caring for the health, emotional well-being and timely comprehensive development of each child;
• Creating an atmosphere in groups of a humane and friendly attitude towards all students, which will allow them to grow sociable, kind, inquisitive, proactive, striving for independence and creativity;
• Maximum use of a variety of children's activities; their integration in order to increase the efficiency of the educational process;
• Creative organization of the process of education and training;
• Variability in the use of educational material, allowing the development of creativity in accordance with the interests and inclinations of each child;
• Respectful attitude towards the result of children's creativity;
• Ensuring the development of the child in the process of education and training;
• Coordination of approaches to raising children in kindergarten and family settings;
• Maintaining continuity in the work of kindergarten and school.

It is necessary to distinguish special and general readiness of the child to studying at school. Special readiness is determined by the presence of knowledge, ideas and skills, which form the basis for the study, first of all, of such school subjects as the native language and mathematics. General readiness determined by his physical and mental development.

Physical fitness - this is the child’s good health, endurance, resistance to adverse influences; normal anthropometric data (height, weight, chest circumference), a good level of development of the motor sphere, readiness of the hand to perform those small, precise and varied movements that mastery of writing requires; sufficient development of cultural and hygienic skills, etc. A physically developed child can more easily cope with the difficulties associated with systematic schooling.

Components psychological readiness are: personal, volitional, intellectual readiness. By the end of senior preschool age, children have a significant range of knowledge about the environment, about people's lives, about nature. The scope of this knowledge is determined by the kindergarten program. It is important that preschoolers learn not individual information, but master a system of interconnected knowledge, on the basis of which it is possible to conduct subject education at school. The development of their cognitive interests and curiosity is of great importance.

In particular, the key point in preparing a child for school is a properly formed motivation , i.e. something that encourages the child to engage in activities that generate activity and determine its direction. Each age stage of a child’s development has its own types of activities that are directly related to certain motives of behavior.

Preparing children for school is carried out in accordance with the specifics of the type of kindergarten (general education, correctional), with the psychophysiological characteristics of children, taking into account individual characteristics. In accordance with this, a model for preparing children for school has been defined in kindergartens. It is represented in the following areas:

• Physical development;
• Intellectual development (cognitive development, development of mental processes;
• Speech development;
• Social and personal development;
• Aesthetic development;
• Formation of motivational readiness for school.

Model of preparing children for school in kindergartens is implemented by providing the following conditions:

• Availability regulatory documents Federal, regional and local levels;
• staffing ;
• rational organizationsubject and developmental environment , which allows you to stimulate physical and mental development. It includes the following: the functioning of music and physical education rooms, a medical unit, a speech therapy room, and a psychological relief room. The groups organize physical education corners, centers for speech and mathematical development, theatrical and play activities, local history, and natural areas, which contribute to the development of creative abilities and sensory skills in children, creating a sense of self-confidence, which undoubtedly affects the all-round development of the child;
• implementation health-saving technologies , which include: maintaining a rational daily routine, built taking into account the age and individual characteristics of children, their physical and mental performance. Rational construction of a daily routine gives children the habit of regularly changing different types of activities, disciplines them, increases their performance, and promotes normal physical and mental health;
• Creation comfortable psychological environment ;
• organization child support services , which is designed to provide qualified assistance to the child. Medical workers, teachers, psychologists ensure the harmonious development of the child’s personality and guarantee the preservation and strengthening of his physical and mental health. Such a trinity is necessary due to the fact that children with developmental disorders, as a rule, have deviations in the neuropsychic sphere (increased neuro-reflex excitability, retardation in psychomotor development, etc.), which requires not only medical, but also psychological correction.

1. Particular attention is paid psychological support children, which includes:

a) determining the level of anxiety in children;

b) studying the behavior of children in situations of stress;

c) identification of behavioral deviations;

d) diagnosis of the emotional state of a child in the family and kindergarten;

e) determination of the type of nervous system;

f) determining the level of development of mental processes in children;

g) determining the level of readiness for schooling.

2. Pedagogical support provides a system of measures for subgroup and individual work with each child in accordance with existing developmental disabilities.

3. Speech therapy service uses a set of special programs that allow us to develop an individual plan of work with each child to eliminate speech therapy defects and develop speech culture. Speech therapists work closely with music directors to develop children's speech breathing, correct articulation and intonation-expressive speech. In order to develop children's ability to correlate speech with movements, logorhythmics is used.

Speech therapists work with physical education instructors to automate the sounds children make and consolidate the lexical and grammatical means of the language. Execution of movements according to the model, as well as visual demonstration, make it possible to solve the problems of verbal regulation of actions and functions, and active attention.

• inclusion of a child in the system corrective measures using a variety of means, which makes it possible to correct specific speech defects, general motor patterns, and psycho-emotional spheres for the development and well-being of the child, achieving positive dynamics.

The functions of the deputy head of education, senior educator, narrow specialists, group teachers include conducting an examination of the level of mastery of program material, the state of speech development, mental processes, physical fitness, musical abilities of children of all age groups 2 times a year (at the beginning and end of the school year ) and once a year (in the middle) an intermediate section, with which you can see the dynamics of the development of a particular child.

For children who have problems in development, assimilation of program material, who visited the State Medical Educational Institution, but did not end up in correctional kindergartens for various reasons (lack of places, parents’ refusal) by specialists (deputy head, senior teacher, speech therapist, teacher-psychologist , physical education instructor, music director) of the kindergarten, individual development routes are developed and compiled, which describe in detail the child’s development program, including brief information about the child (his family, living conditions, upbringing), anamnestic information about the child, observations of specialists kindergarten for the entire period of the child on the educational route (monitoring of psychological characteristics, general level of development, intellectual-cognitive, speech, physical, musical development), the main directions of development (conditions for development, results, content of correctional and developmental assistance (the purpose of correctional assistance, duration, number of classes per week, program used or technology in which classes are conducted, plan-prognosis for the child’s development).

• treatment and preventive measures in correctional kindergartens, include massage and physical therapy classes with children of orthopedic groups, inclusion of corrective exercises in complexes of morning exercises and physical education classes with children of all age groups, sunbathing, sand therapy, etc.;
• cooperation between kindergarten and family , based on the following principles that determine its content, organization and methodology:

1) unity of goals and objectives of education;

2) systematic and consistent work;

3) an individual approach to each child and each family;

4) mutual trust and mutual assistance between teachers and parents.

• interaction with society (music school, children's library: children of senior preschool age visit the library 2 times a month - educational cycle classes “Our Motherland-Russia”, “Green Path”, etc., puppet theater, children's center).
• continuity in work with the school (general parent conferences, meetings, open classes with the participation of primary school teachers, joint events with children, etc.).

The work of a kindergarten in preparing children for school begins long before they enter the preparatory group. The entire system of educational work of the kindergarten provides for the formation of the child’s readiness for school education. The preparatory group for school differs from other age groups in that it completes the implementation of all tasks of educational work provided for by the “Education Program in Kindergarten”.

Teachers and kindergarten specialists will include special educational tasks in the learning process, exercises gradually complicating them, and thereby form the prerequisites for educational activities in preschoolers. Classes as a form of education in kindergarten precede a lesson at school and are close in time to the lesson at school (30 minutes).

The “Kindergarten Education Program” in the school preparatory group provides for the following: classes:

• Speech development (formation of vocabulary, sound culture of speech, grammatical structure of speech, coherent speech, preparation for learning to read and write). By the end of the year, children can :

Participate in a collective conversation: ask questions, answer them, talk about a fact, event, phenomenon in a consistent and logical manner that is clear to the interlocutor;

Be friendly interlocutors, speak calmly, without raising your voice;

When communicating with adults and peers, use formulas of verbal politeness;

Use synonyms and antonyms, complex sentences of different types;

Distinguish between the concepts of “sound”, “syllable”, “word”, “sentence”. Name words in a sentence, sounds and syllables in words in sequence. Find words with a given sound in a sentence, determine the place of the sound in a word;

Retell and dramatize short literary works; compose stories from experience, about an object, according to a plot picture, a set of pictures, according to a plan and sample.

• Introduction to fiction . By the end of the year, children can:

Distinguish between genres of literary works; justify your answer (“This is a fairy tale (story, poem) because ...");

Name your favorite fairy tales and stories; read one or two favorite poems, two or three counting rhymes; remember two or three riddles; name two or three authors;

Read a poem expressively, retell an excerpt from a fairy tale or story.

• Formation of elementary mathematical concepts (quantity and counting, size, shape, orientation in time, orientation in space). By the end of the year, children should be able to :

Use cardinal and ordinal numbers correctly;

Compare numbers within 10, determine which number is greater

(less than) another, equalize an unequal number of objects;

Compare up to 10 objects by size (length, width, height), placing them in ascending (descending) order;

Distinguish the shape of objects;

Express in words the location of objects in relation to oneself and other objects;

Focus on a piece of paper;

Name the name of the current month of the year, the sequence of parts of the day, all days of the week, seasons.

• Cognitive development (“The child and the world around us”: the objective environment and phenomena of social life: family, kindergarten, native country, our planet, our army, the work of adults; “Natural environment. Environmental education”). By the end of the year, children can :

Distinguish and name types of transport;

Examine an object using a system of sensory standards and perceptual actions;

Know that objects are the creation of human thought;

Select and group objects in accordance with the cognitive task;

Know your date of birth, your middle name, home address and phone number; parents' names and patronymics;

Know the coat of arms, flag, anthem of Russia. Have an idea about the President and the Government of Russia;

Have an idea of ​​the different branches of the military and the honorable duty to defend the Motherland;

Have an idea about your native land, about people of different nationalities, their customs, traditions, folklore, work, etc.;

Have an idea of ​​the work of adults, their business and personal qualities, creativity; about space heroes; public holidays.

Have primary ideas about school, library;

Explain environmental dependencies; establish connections and interactions between humans and nature;

Have ideas about various natural objects; about the vegetation of a forest, meadow, garden, field; domestic and wild animals, birds; Red Book; nature of the native land, etc.

• Artistic and aesthetic education (visual activities: drawing, modeling, appliqué, design, manual labor, musical education). By the end of the year, children can :

Know different types of fine arts: painting, graphics, sculpture, etc.;

Create individual and collective drawings, decorative, subject and plot compositions on themes of the surrounding life, literary works;

Sculpt various objects, conveying their shape, proportions, poses and movements of the figures; create story compositions from two or three or more images;

Create images of various objects using paper of different textures and learned cutting and tearing techniques;

See the design of an object and analyze it taking into account its practical purpose;

Make three-dimensional toys;

Work with a needle (thread a needle, tie a knot, sew on a hanger, button);

Recognize the melody of the National Anthem of the Russian Federation;

Determine which genre the piece you listened to belongs to

(march, song, dance);

Distinguish between parts of a work (introduction, conclusion, chorus, chorus);

Sing simple songs in a comfortable range, both collectively and individually;

Perform dance movements;

Play children's musical instruments in an orchestra.

• Play activity (role-playing game, theatrical game, didactic game). By the end of the year, children can :

Independently select or invent a variety of game plots;

Find a new interpretation of the role and perform it;

Model the subject-game environment;

Possess the skills of theatrical culture: know theatrical professions, rules of behavior in the theater.

• Physical Culture (development of basic movements, education of cultural and hygienic skills). By the end of the year, children can :

Perform correctly all types of basic movements (walking, running, jumping, throwing, climbing);

Perform physical exercises from different starting positions clearly and rhythmically, at a given pace, to music, according to verbal instructions;

Observe and implement cultural and hygienic rules;

Take care of yourself and your appearance.

Thus, after analyzing all of the above, we can conclude that the “Portrait” of a preschool child and the “portrait” of a primary school graduate, formulated by the developers of the primary education standard, are in many ways similar. For example, the standard says that a primary school graduate must respect and accept the values ​​of family and society, love his land and his homeland. And a preschooler must have primary ideas about himself, about family and society, the state and the world, about nature. Essentially it's the same thing.

The main thing is that the main lines of development of the child are maintained, continuity between the requirements of the “Development and Education Program in Kindergarten” and school standards is ensured. development of the child's abilities

Slide 4
Caring for the health, emotional well-being and timely comprehensive development of each child
Creating an atmosphere in groups of a humane and friendly attitude towards all students
Making the most of a variety of children's activities
Creative organization of the process of education and training
Variability in the use of educational material
Respect for the results of children's creativity
Ensuring the development of the child in the process of upbringing and education
Coordination of approaches to raising children in kindergarten and family settings
Maintaining continuity in the work of kindergarten and school

Slide 5
Physical development
Intellectual development
Speech development
Aesthetic development
Social and personal development
Formation of motivational readiness for school
Model of preparing children for school

Slide 6
Conditions for implementing the model
Health-saving technologies
Staffing
Regulatory documents
Subject development environment
Comfortable psychological environment
Continuity of the preschool educational institution with the school
Escort service
Psychological service
Speech therapy service
Cooperation between d/s and family
Interaction with society
Corrective work
Treatment and preventive measures

Slide 7
Classes
Speech development Familiarization with fiction Formation of elementary mathematical concepts Cognitive development Artistic and aesthetic education Play activities Physical education

Slide 8
The result is
Built system of work Diagnostics Monitoring of mastering the program of each age level Possibility of correcting problems in a mass or correctional kindergarten Support service (speech therapy, psychological) Built system of continuity with the school Interaction with the family

Slide 9
School + kindergarten = ?
ONE WHOLE

By the end of preschool age, the child becomes ready to accept a new social role for him as a schoolchild, to master new (learning) 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 important changes in the child’s psyche for further development do not occur on their own, but are the result of targeted pedagogical influence. It has long been noted that so-called “disorganized” children, if the necessary conditions are not created in the family, lag behind their peers in kindergarten in their development.

Some authors propose abandoning the task of preparing preschoolers for school, since this, in their opinion, “denies the intrinsic value of living in the era of childhood.” It's hard to agree with this. Firstly, any period of a person’s life has intrinsic value and uniqueness. Secondly, mental development is a staged process that has a cumulative (cumulative) nature. This means that a transition to a higher stage of development is possible only when the necessary prerequisites for this—age-related neoplasms—have been formed at the previous stage. If by the end of the age period they are not formed, then in this case they speak of a deviation or delay in development. Consequently, 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 targeted 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 which age-related new formations are the basis for the child’s further development.

Preparing a child for school is one of the most important tasks in the education and upbringing of preschool children; its solution in unity with other tasks of preschool education allows us 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 children of senior preschool age, methods of developing school readiness and possible difficulties at the beginning of schooling. 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 meetings, round tables, organizational and activity games, etc.), individual (interviews) consultations , involve a preschool psychologist in working with parents.

Preparing children for school begins long before entering school and is carried out in classes in kindergarten based on the types of activities familiar to the child: playing, drawing, designing, 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 activities and in play, and in communicating with adults. Whatever activity a child engages 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 is not faced with the special task of learning the properties of these objects and how to operate with them; the child is faced with other tasks: draw a pattern, build a house out of cubes, sculpt an animal figurine from plasticine, etc., obtained in this case knowledge is a by-product of his activities.

The child’s activity takes the form of learning, educational 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 public school, education takes a class-lesson form, while the activities of students are regulated in a certain way (a student must raise his hand if he wants to answer or ask the teacher about something, he must stand up when answering, during a lesson he cannot walk around the class and engage in outside activities affairs, etc.) In the recent past, in preschool institutions, preparing children for school and the formation of educational activities came down to developing in children the skills of school behavior in the classroom: the ability to sit at a desk, “correctly” answer the teacher’s questions, etc. Of course, if A preschooler enters the first grade of a school operating according to the traditional system; he needs academic skills. But this is not the main thing in developing readiness for educational activities. The main difference between learning activities and others (games, drawing, designing) is that the child accepts the learning task and his attention is focused on ways to solve it. In this case, 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 kindergarten is largely the same. So, for example, children of the senior and preparatory groups have a fairly good command of the sound analysis of words, they know letters, they can count within 10, they know basic geometric shapes. In fact, in the first half of the year at school, the knowledge that students receive in class was, for the most part, known to them 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 whole point is that the acquisition of knowledge in a mass school is based on different mechanisms than was previously the case in the types of activities familiar to the child. At school, mastering knowledge and skills is the conscious goal of a student’s activity, the achievement of which requires certain efforts. In the preschool period, children acquire knowledge mostly involuntarily; classes are structured in a form that is entertaining for the child, in activities familiar to him.

When preparing a child for school, it is not enough to simply develop memory, attention, thinking, etc. The child’s individual qualities 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. For example, a high level of development of imaginative thinking can be considered as one of the indicators of school readiness when a 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 guarantee sufficient motivation for learning; it is necessary that the child’s cognitive interests be related to the content and conditions of school education.

Motives for teaching.

Forming motives for learning and a positive attitude towards school is one of the most important tasks of the teaching staff of a kindergarten and family in preparing children for school.

The work of a kindergarten teacher in developing children’s motives for learning and a positive attitude towards school is aimed at solving three main tasks:

1. formation in children of correct ideas about school and learning;
2. formation of a positive emotional attitude towards school;
3. formation of experience in educational activities.

To solve these problems, I use various forms and methods of work: excursions to school, conversations about school, reading stories and learning poems on school topics, looking at pictures that reflect school life and talking about them, drawing a school and playing school.

Stories and poems about school are selected to show children various aspects of school life: the joy of children going to school; the importance and significance of school knowledge; content of school education; school friendship and the need to help school friends; rules of behavior 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 base the conversation with children on comparing examples of correct and incorrect (from the point of view of organizing school education) behavior. Children of senior preschool age perceive with interest and better remember texts with humorous content.

When organizing a game for school, you can use plots of various content: a game for school after an excursion to a lesson in 1st grade (consolidating acquired knowledge and ideas), modeling a school of the future (forming an emotional attitude towards school, developing creative imagination and freedom of thinking. The plot of the game can play the role of Dunno - a student who does not want to study, interferes with everyone, and violates the established rules.

The family plays a decisive role in the formation of learning motives and educational motives in a preschooler. Interest in new knowledge, basic 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 “want” to the word “need,” the desire to work and bring the job started to completion, the ability to compare the results of one’s work with an example and to see one’s 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 structured incorrectly (or is absent altogether), positive results cannot be achieved with the help of a preschool institution alone.

Acceptance of the learning task.

Acceptance of an educational task means that the teacher’s task has acquired “personal meaning” for the child and has become his own task. At the same time, the child himself determines the level of achievement in the activity that is acceptable to him (whether he will perform the assigned task in the best possible way, or will limit himself to an average level, or will not perform at all), a predominant orientation is formed towards speed (complete the task as quickly as possible) or towards quality ( perform as accurately as possible, without errors).

Acceptance of an educational task includes two aspects: 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 a task (cognitive aspect of task acceptance).

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 needs to be done);
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 needs to be done).

In order to determine the reason for the insufficient development of the ability to accept a task, you need to pay attention to the development of learning motives (accepting a task) and thinking abilities: the level of generalization and learning ability (understanding the task).

An understanding of the task set by an adult is formed in the joint activity of a child and an adult, first in practical activity (understanding the practical task), then in educational play and in educational activities (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 an educational task, 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 posed to a child in two ways: in the form of a visual example (a finished drawing, building, etc., which are used as a model for action) or in verbal form.

When setting a task for a child, it is necessary to clearly define:

1. what needs to be done (goal setting);
2. how to do it (methods of action are specified);
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 corresponds to the given standard, whether the methods suggested by adults were used, and to give an overall assessment of the work.

In order for the adult’s task to become the child’s task and help him manage his activities, control his actions and correctly evaluate the result himself, it is necessary:

So that he first repeats the task formulated by an adult out loud (at this time the adult checks the correct understanding of the task and corrects if there are errors or inaccuracies);
- then repeated to himself - in a whisper and “mentally”.

And only after that you can begin to complete the task. If errors or deviations from the specified parameters occur, there is no need to rush to repeat the task for the child; 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 move on 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 learning for children entering the 1st grade of school is largely determined by the presence of certain elements of learning and the way they carry out learning 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;
- lexicon;
- phonemic hearing;
- sound pronunciation.

2. Mathematical knowledge and concepts:
- counting within 10 (direct and reverse);
- composition of numbers, solving arithmetic problems with “+” and “-”;
- idea of ​​shape (square, circle, triangle, rectangle, oval);
- spatial representations (top - bottom, right - left).

3. Study skills:
- seating at a table (desk);
- method of holding a writing object;
- orientation on the page in a notebook, book;
- ability to listen and carry out the teacher’s instructions;
- knowledge and implementation of the rules of behavior in the lesson (lesson).

One of the tasks of preparing children for school is to develop in the child some knowledge and introductory skills necessary for mastering program material. Without this knowledge and skills, children experience significant difficulties from the first days of school and require individual work with them.

The ability to listen and carry out the teacher’s tasks is one of the prerequisites for successful learning in any primary 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 the following features of the behavior of a preschooler:

Does he listen carefully to the adult;
- 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 adult’s instructions as accurately as possible;
- asks questions if you don’t understand or forget something during the execution process;
- whether he recognizes the authority of an adult and has a positive attitude toward interacting with him.

Graphic skill.

In a kindergarten setting, children acquire graphic skills in fine arts classes, and fine hand movements develop in the process of construction and when performing labor actions. 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 children’s graphic skills not only in kindergarten, but also at home.

In the preparatory group, children are given graphic tasks themselves, first simple (circling a letter element by dots), then more complex (writing a letter element independently). At the same time, it is important to draw the child’s attention to the fact that he already knows a lot and is doing much better than at the beginning. By paying attention to successes in graphic activities, the adult thereby stimulates the child’s interest in writing exercises and writing classes.

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. To develop 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 (mosaics, construction sets, tying ropes, fastening buttons, cutting with scissors);
- performing “twisting” movements (tightening the nuts in the construction set);
- special exercises to prepare your hand for writing.

The child gains experience in graphic movements by performing various types of shading, drawing, copying drawings, tracing contours along 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 going beyond the outline.

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, and 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 in their basis they are complexes, they include external visual signs and connections between objects are practical and functional in nature. For a child, defining an object or concept means saying what can be done with this object. Potential concepts (preconcepts) are the most developed form of complex thinking, which L. S. Vygotsky called a “transitional bridge” to the highest stage of development of generalizations - true concepts.

Domestic psychologists (L. S. Vygotsky, A. N. Leontiev, P. Ya. Galperin, etc.) showed that thought processes go through a long development path. 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 pronouncing and whispering), and only on the basis, going through a series of changes and abbreviations, they turn into mental actions performed in the form of inner speech. Therefore, it is necessary to gradually develop 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, the leading role in understanding the surrounding reality is played by imaginative thinking, which is characterized by the fact that the child solves practical and cognitive problems with the help of ideas, without practical actions. The child can anticipate future changes in the situation, visually imagine various transformations and changes in objects, and identify their relationships. At first, scattered, incomplete, specific ideas become more and more complete, accurate and generalized, and still simple systems of generalized ideas about surrounding things and phenomena are formed.

As individual experience accumulates as a result of practical and cognitive activity and the child’s communication with others, specific images of objects acquire an increasingly generalized, schematized character. In this case, the most essential, significant properties and connections come to the fore and constitute the main content of the representation; insignificant, secondary properties and random connections are lost.

The generalized and schematized nature of preschool children’s ideas makes it possible to widely use a variety of models and schemes for their training and the formation of 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 schematic images of real objects and phenomena (for example, a plan of a group room or area, etc.) and actively use them in gaming and visual activities. On an intuitive level, they can already find similarities and differences in complex graphic images and group them. The teacher’s task at this stage is to teach the child to consciously analyze graphic images. Insufficient development of visual analysis may subsequently cause errors in reading and writing; replacing letters that are similar in spelling, etc., serious difficulties in mastering mathematics.

In the process of specially organized children's activities and training, visual analysis is quite easily trained. Therefore, one of the most important tasks of the educational work of a kindergarten is to organize the activities of children of senior preschool age in such a way as to ensure the full development of imaginative thinking and visual analysis.

Verbal rote memory.

A feature of education in the initial period is that most of the information received by first-graders in verbal form from the teacher does not have a logical connection outwardly and is a list of the sequence of operations that need to be performed to solve a particular problem. It has been established that one of the reasons for unsatisfactory mastery of literacy is incorrect or inaccurate verbal reproduction of rules by children.

The ability to remember 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 distinctive feature of a new type of activity for a child is the formation of an arbitrary level of regulation of actions in accordance with given 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; poorly understand the teacher’s explanations, make mistakes when working independently 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. This is the insufficient development of social motives and the motive of obligation, functional disorders in the work of the central nervous system and brain, immaturity of psychological (operational) mechanisms of voluntary regulation of activity and individual actions. Therefore, the formation of voluntary 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 voluntariness through the organization of children's activities and the use of special games and exercises.

Learning ability.

Learning ability as a general ability to assimilate knowledge and methods of activity is identified as the most important condition for the success of a child’s education at school. The concept of “learnability” is based on L. S. Vygotsky’s position on the “zone of proximal development of a child,” which determines his ability, in collaboration with an adult, to assimilate new knowledge, thus rising to a new level of mental development.

Learning ability 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.

Natalia Zueva
Preparing children for school in accordance with the Federal State Educational Standard for Preschool Education

What is the distinctive feature Federal State Educational Standard for Preschool Education? For the first time in history preschool childhood has become a special level of value in itself education, the main goal of which is the formation of a successful personality.

Key setting the standard - supporting diversity childhood through the creation of conditions for a social situation with the assistance of adults and children for the sake of developing the abilities of each child.

What should a kindergarten graduate be like? according to the standard?

A child who graduates from a kindergarten must have personal characteristics, including initiative, independence, self-confidence, a positive attitude towards himself and others, developed imagination, ability to exert volition,

curiosity and I want to note that the main goal preschool education is not preparation for school, and its adaptation in society. Such a child is ready to perceive and learn in school.

And what way GEF DO provides preparing children for school? IN in accordance with the Standard no child should be ready for school, A school - to the child! All efforts of teachers are aimed at ensuring that children, when leaving kindergarten, do not feel neurotic in the first grade, but are able to calmly adapt to school conditions and successfully assimilate educational primary program 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 contains the great potential of every child.

The purpose of kindergarten is to develop the child emotionally, communicatively, physically and mentally. To develop resistance to stress, to external and internal aggression, to develop abilities and a desire to learn. At the same time, we must take into account that the children of today are not the same children 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 familiarizing parents with the readiness criteria children to school, parents' awareness of the problems of first-graders (during 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 a future first-grader.

My children have become one more year older. Now they

pupils preparatory group, the oldest in kindergarten.

Very soon in school! How a child’s education in first grade will turn out largely depends on the overall efforts. How will a child meet school, will largely depend on what attitude towards school will work out for him, what expectations will be formed. Developing the desire to become students is an enrichment of overall development preschooler, creating a positive psychological settings for a new stage of life. The family's serious attitude towards preparing a child for school should be based on the desire to form in the child a desire to know a lot and learn a lot, to cultivate independence in children, interest in school, a friendly attitude towards others, self-confidence, lack of fear of expressing one’s thoughts and asking questions, and being 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, and elements of creativity.

An independent child is, first of all, a child who, as a result of the experience of successful activities, supported by the approval of others, feels confident. The whole situation schooling(new requirements for student behavior and activities, new rights, responsibilities, relationships) is based on the fact that over the years preschool During childhood, the child developed the foundations of independence, elements of self-regulation, and organization. The ability to solve accessible problems relatively independently is a prerequisite for the social maturity required in school.

Experience shows that a first-grader who has not developed this quality experiences school serious neuropsychic overload. New situation, new demands cause him a feeling of anxiety and self-doubt. The habit of constant guardianship by an adult, the performing model of behavior that has developed in such a child in preschool childhood, prevent him from entering into the general rhythm of the class, making him helpless in completing tasks. Ill-considered parenting tactics, the desire of an adult, even with the best intentions.

Constantly taking care of and helping a child in basic matters creates serious difficulties for his education in advance. Adaptation to school for such children is significantly delayed.

Intellectual readiness - includes the child’s knowledge base, 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 and count. However, a child who reads and even knows how to write is not necessarily good at prepared for school. It is much more important to teach preschooler competent retelling, 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 teacher-mentors. Having this component of readiness, the child may be attentive for 30-40 minutes and can work in a team. Having become accustomed to certain requirements and the manner of communication of teachers, children begin to demonstrate higher and more stable learning results.

Motivational readiness - presupposes a justified desire to go to school. In psychology, there are different motives for a child’s readiness to school: gaming, educational, social. Child with play motive ("There are a lot of guys there, and you can play with them") not ready to study school. The cognitive motive is characterized by the fact that the child wants to learn something new and interesting. This is the most optimal motive, with which the child will be successful in first grade and during 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 briefcase, 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 study in school. By the way, primary teachers schools are focused on the gaming 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 the new team;

Towards new requirements;

To 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 and 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 problems do first-graders face at this time? Where do these difficulties come from? And can they be avoided? Many difficulties can be avoided if in time pay attention to them.

Most possible origins school difficulties and troubles are often hidden in preschool childhood. Causes:

Parents of a child under 6-7 years old age:

Not so often pay attention to the baby's development ( “may he still have time to learn, for this there is a school!» ) after all, this is how many parents think;

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 (“will get involved,

He’ll grow up, you’ll see, and everything will pass,”

They do not teach the child to manage his emotions, actions, and obey requirements the first time.

As a result, children, it turns out that important components are not formed school readiness.

What does a child entering college need to know and be able to do? 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. Last name, first 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 young.

9. Wild animals of our forests, hot countries, the North, their habits, cubs.

10. Transport by 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 a story you have heard, compose, and come up with a story based on a picture.

16. Distinguish between vowels and consonants.

17. Divide words into syllables according to the number of vowel sounds.

18. Good use of scissors (cut strips, squares, circles, rectangles, triangles, ovals, cut an object along the contour).

19. Use a pencil: without a ruler, draw vertical and horizontal lines, draw geometric shapes, animals, people, various objects based on geometric shapes, carefully paint over, shade with a pencil, without going beyond the contours of objects.

Preparing children to the letter begins long before the child enters school. IN preparatory The group pays special attention to this.

Positive impact on preparation hands to the letter renders coloring. For this purpose, you can use ready-made coloring albums. When performing such tasks at home, you must convert the child's attention to image It was painted over quite thoroughly, evenly and neatly.

Helps develop graphic skills by performing various tasks related to shading. 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, and the distance between them. For exercises in shading, you can use ready-made stencils with images of objects.

21. Be able to listen carefully, without distractions.

22. Maintain a slender, good posture, especially when sitting.

Tips for parents:

Develop your child’s perseverance, hard work, and ability to get things done.

Develop his thinking abilities, observation, inquisitiveness, and interest in learning about his surroundings. Give your child riddles, make them up with him, and conduct basic experiments. Let the child reason out loud.

If possible, do not give your child ready-made answers, force him to think and explore.

Put your child in front of problematic situations, for example, ask him to find out why yesterday it was possible to sculpt a snowman out of snow, but today it is not.

Talk about the books you read, try to find out how the child understood their content, whether he was able to understand the causal connection of events, whether he correctly assessed the actions of the characters, whether he is able to prove why he condemns some characters and approves of others.

Be attentive to your child's complaints.

Teach your child to keep his things in order.

Do not frighten your child with difficulties and failures in life. school.

Teach your child to react correctly to failures.

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 your child useful.

Targets at completion stage

preschool education:

the child masters the basic cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.; is able to choose his occupation and participants in joint activities;

the child has installation a positive attitude towards the world, towards different types of work, other people and oneself, has a sense of self-esteem; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts;

the child has a developed imagination, which is implemented in different types of activities, and above all in the game; the child knows different forms and types of play, distinguishes between conventional and real situations, knows how to obey different rules and social norms;

The child has a fairly good command of oral speech and can express his

Article: “Federal State Educational Standards of Preschool Educational Institutions and PREPARATION OF CHILDREN FOR SCHOOL”

How will the Federal State Educational Standard ensure that children are prepared for school?

It is not the child who should be ready for school, but the school who should be ready for the child! Children should be such when leaving kindergarten that they do not feel neurotic in the first grade, but are able to calmly adapt to school conditions and successfully master the elementary school educational program. At the same time, the school must be ready for different children. Children are always different and in these differences and varied experiences of the first years of life lies the great potential of each child.
The purpose of kindergarten is to develop the child emotionally, communicatively, physically and mentally. To develop resistance to stress, to external and internal aggression, to develop abilities and a desire to learn. At the same time, we must take into account that the children of today are not the same children as they were yesterday.
Will preschoolers study like at school?
A child should learn through games. 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 other
children's activities. Through play, experimentation, and 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 parental involvement?
Parents have the right to choose any form of education. These include private and family kindergartens, and they have the right “to continue education in an educational organization at any stage of education.” Article 44 “Law on Education in the Russian Federation” “parents are obliged to ensure that their children receive a general education.”

Annex 1

“I will be the best first-grader,” says Lucy, “because my mother has already bought me a school bag.”

No, I will be the best first-grader,” said Katya. - My mother sewed me a uniform dress with a white apron.

No, I..., No, I,” Lenochka argues with her friends. - Not only do I have a school bag and a pencil case, not only do I have a uniform dress with a white apron, they also gave me two white ribbons in my braids.... This dialogue shows the girls’ lack of awareness and readiness for school.
The beginning of school life is a serious test for children, as it is associated with a sharp change in the child’s entire lifestyle. 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 adapting to school (adaptation process). And naturally, the more the child has the necessary skills and qualities, the faster he will be able to adapt. But for some children, school demands are too difficult and routines are too strict. For them, the period of adaptation to school can be traumatic. What problems do first-graders face 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. Causes:
Parents of a child under 6-7 years of age:
- they don’t often pay attention to the child’s development (“may he still have time to learn, that’s what school is for!”),
- do not pay attention to the peculiarities of his communication with surrounding adults and peers (“with time it will pass...”),
- the presence or absence of a desire to learn (“will get involved,
He’ll grow up, you’ll see, and everything will pass”),
- they do not teach the child to manage his emotions, actions, and obey requirements the first time.
As a result, children do not develop important components of school readiness.
What a child entering school needs to know and be able to do:
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. Last name, first 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 young.
9. Wild animals of our forests, hot countries, the North, their habits, cubs.
10. Transport by 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 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 a story you have heard, compose, and come up with a story based on a picture.
16. Distinguish between vowels and consonants.
17. Divide words into syllables according to the number of vowel sounds.
18. Good use 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, shade with a pencil without going beyond the contours of objects.
Preparing children for writing begins long before the child enters school. The preparatory group pays special attention to this.
Preparing for writing involves the development in children of:
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 accuracy of voluntary hand movements, eye, accuracy, attention, concentration are developed).
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.).
Fine and graphic skills in the process of visual activity, as well as with the help of graphic exercises.
Coloring has a positive effect on preparing your hand for writing. For this purpose, you can use ready-made coloring albums. When performing such tasks at home, it is necessary to draw the child’s attention to ensure that the image is painted thoroughly, evenly and neatly.
Helps develop graphic skills by performing various tasks related to shading. 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, and the distance between them. For shading exercises, you can use ready-made stencils depicting objects.
20. Freely count to 20 and back, perform counting operations within 20. Correlate the number of objects and numbers. Understand the composition of numbers: 2, 3, 4, 5. Read simple mathematical notations.
21. Be able to listen carefully, without distractions.
22. Maintain a slender, good posture, especially when sitting.
Tips for parents:
Develop your child’s perseverance, hard work, and ability to get things done
Develop his thinking abilities, observation, inquisitiveness, and interest in learning about his surroundings. Give your child riddles, make them up with him, and conduct basic experiments. Let the child reason out loud.
If possible, do not give your child ready-made answers, force him to think and explore.
Put your child in front of problematic situations, for example, ask him to find out why yesterday it was possible to sculpt a snowman out of snow, but today it is not.
Talk about the books you read, try to find out how the child understood their content, whether he was able to understand the causal connection of events, whether he correctly assessed the actions of the characters, whether he is able to prove why he condemns some characters and approves of others.
Be attentive to your child's complaints.
Teach your child to keep his things in order.
Do not frighten your child with difficulties and failures at school.
Teach your child to react correctly to failures.
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 your child useful.