Kindergarten and preparation for school: what and how to teach a preschooler. Preparing children for school in a preschool setting presentation for a lesson on the topic Preparing for school in kindergarten

Kindergarten and preparation for school: what and how to teach a preschooler. How to properly develop a child? Preparing for school: learning or playing. How educational activities affect school readiness. And about preparing for school, you can write a treatise, so there is a lot of everything.

Kindergartens and preschool education: speech development, speech therapist, educator, preparation for school. You can not go to extra. classes are your right. I would be glad to prepare for school in the garden, but there is none - I have to take it to school early on Saturday and for 3500 a month.

Kindergarten and preparation for school: what and how to teach a preschooler. Section: Preparing for school (how to understand which kindergarten at the gymnasium a child is enrolled in). So now you are definitely being bred in the garden :) Especially considering that the children in the gardens of the complex are ALREADY enrolled in school, it's just...

We were tested by a psychologist in a kindergarten on the issue of readiness for school ... We also visited a psychologist today, I was just dumbfounded by our level below the average. In the garden they say that I have a smart child (they even call him a "professor"), but a psychologist ...

Kindergartens and preschool education: speech development, speech therapist, educator, preparation for school. Preparation for school (lyceum, gymnasium) from any level. Individual approach to the child. Testing for school readiness for children who did not attend kindergarten.

Preparing for school in the garden. I bought manuals for preparing for school in mathematics, thinking, writing. And in the garden, really, in the preparatory group, they should prepare for school. The site has thematic conferences, blogs, ratings of kindergartens...

Kindergarten. Kindergartens and preschool education. even at school, when there are requisitions, you will remember that at least in the garden you managed a little Kindergartens and preschool education: speech development, speech therapist, educator, preparation for school. I've heard rumors that they...

Kindergarten and preparation for school: what and how to teach a preschooler. If only to Abramson, he generally teaches from the first. Personally, I think that driving a seventh grader to school is not within walking distance from home early, still small.

medical card in kindergarten. Babysitters, kindergartens. A child from 3 to 7. Upbringing, nutrition, daily routine, attending a kindergarten, and they didn’t give me one - I wanted to draw it up to prepare for school, since a medical examination in the garden While the child visits the garden, the card should be in the garden.

Section: Adoption (whether they can not accept a child in kindergarten at 6.5 years old). In order to create favorable conditions for preparing children for school, the Ministry of General and vocational education Russian Federation recommends organizing for children...

Kindergartens and preschool education: speech development, speech therapist, educator, preparation for She said that I urgently need to sign up for preparatory courses for school, because the optimal load for a preschooler is classes in a preparation group In a kids club?

Kindergarten and preparation for school: what and how to teach a preschooler. What and how should a child be taught in kindergarten? Is kindergarten necessary for development? Child in kindergarten: how to feel good. What should be a kindergarten teacher.

The child is serious about school.? Hello to all. In the morning, a friend of mine upset me a little. It so happened to us that Kindergarten and preparation for school: what and how to teach a preschooler. Preparing for school: when to start, and whether your...

question. Kindergarten. A child from 1 to 3. Raising a child from one to three years old: hardening and development, nutrition and illness, daily routine and We thought I was a lawyer and they were provided with free legal advice :) We really have already left that kindergarten. I think the head of that one. ..

Child Center. Classes in preparation for school are also conducted by various children's centers, clubs, houses of children's creativity. And preparation for school has been canceled in kindergartens for more than a year... Preparation for school. Child from 3 to 7. Education, nutrition, daily routine, visiting ...

When to record? Kindergarten and preparation for school: what and how to teach a preschooler. If you are ready to enroll your child in a school preparation group, then first of all determine for yourself what your child needs, what She has nothing to do with coaching ...

Kindergartens and preschool education: speech development, speech therapist, educator, preparation for school. I can not solve the problem for preschoolers (preparation for school). School, secondary education, teachers and students, homework, tutor, holidays.

We begin to learn to read and write. So far, there is only Glinka's textbook. What is this textbook? Maybe one of the experts will comment a bit. And in this textbook it is proposed to teach children to write in block letters. I don't really understand the meaning of this training. Then retrain to written? Or children somehow magically figure out later how to write in writing.

The child is only four years old. : what and how to teach a preschooler.

Teaching writing to a preschooler? Preparation for school. Child from 3 to 7. Education, nutrition, daily routine, attending a kindergarten and relationships with caregivers, illnesses and physical development of a child from 3 to 7 years.

The role of kindergarten in preparing a child for school

The role of parents in preparing children for school is enormous: adult family members perform the functions of parents, educators, and teachers. However, not all parents in conditions of isolation from the preschool institution can provide a complete, comprehensive preparation of their child for schooling, mastering the school curriculum. As a rule, children who did not attend kindergarten show a lower level of readiness for school than children who went to kindergarten, because parents of “home” children do not always have the opportunity to consult a specialist and build the educational process in their own way. discretion, in contrast to parents whose children attend preschool institutions, prepare for school in the classroom in kindergarten.

Among the functions that a kindergarten performs in the system of general education, in addition to the comprehensive development of the child, a large place is occupied by the preparation of children for school. The success of his further education largely depends on how well and timely a preschooler is prepared.

Preparing children for school in kindergarten includes two main tasks: comprehensive education (physical, mental, moral, aesthetic) and special preparation for mastering school subjects.

The work of the educator in the classroom on the formation of readiness for school includes:

1. Developing in children the idea of ​​classes as an important activity for acquiring knowledge. Based on this idea, the child develops active behavior in the classroom (careful completion of tasks, attention to the words of the teacher);
2. Development of perseverance, responsibility, independence, diligence. Their formation is manifested in the child's desire to acquire knowledge, skills, to make sufficient efforts for this;
3. Raising a preschooler's experience of working in a team and a positive attitude towards peers; mastering the ways of actively influencing peers as participants in common activities (the ability to provide assistance, fairly evaluate the results of peers' work, tactfully note shortcomings);
4. Formation in children of the skills of organized behavior, learning activities in a team environment. The presence of these skills has a significant impact on the overall process of the moral formation of the child's personality, makes the preschooler more independent in the choice of activities, games, and activities of interest.

The upbringing and education of children in kindergarten is educational in nature and takes into account two areas for children to acquire knowledge and skills: the child's extensive communication with adults and peers, and an organized educational process.

In the process of communicating with adults and peers, the child receives a variety of information, among which there are two groups of knowledge and skills. The first provides knowledge and skills that children can master in everyday communication. The second category includes knowledge and skills to be mastered by children in the classroom. In the classroom, the teacher takes into account how children learn the program material, perform tasks; checks the speed and rationality of their actions, the presence of various skills, and, finally, determines their ability to observe the correct behavior.

Modern psychologists (A. A. Wenger, S. P. Proskura and others) believe that 80% of the intellect is formed before the age of 8. This situation puts forward high demands on the organization of education and training of older preschoolers.

Cognitive tasks are connected with the tasks of forming moral and volitional qualities and their solution is carried out in close relationship: cognitive interest encourages the child to be active, promotes the development of curiosity, and the ability to show perseverance, diligence, affects the quality of activity, as a result of which preschoolers quite firmly master the educational material.

It is also important to instill in the child curiosity, voluntary attention, the need for an independent search for answers to emerging questions. After all, a preschooler who has an insufficiently formed interest in knowledge will behave passively in the classroom, it will be difficult for him to direct his efforts and will to complete tasks, acquire knowledge, and achieve positive results in learning.

Of great importance in preparing children for school is the education in them of "social qualities", the ability to live and work in a team. Therefore, one of the conditions for the formation of children's positive relationships is the support by the educator of the natural need of children for communication. Communication should be voluntary and friendly. Children's communication is a necessary element of preparation for school, and a kindergarten can provide the greatest opportunity for its implementation.

Readiness for school also implies a certain level of mental development. The child needs a store of knowledge. But the amount of knowledge or skills alone cannot serve as an indicator of development. The school is waiting not so much for an educated child, as for a child psychologically prepared for academic work. Much more important is not the knowledge itself, but how children know how to use it.

One of the most important tasks of preparing children for school is the development of the child's "manual skill" necessary for writing. Let your child sculpt more, assemble small mosaics, paint pictures, but at the same time pay attention to the quality of coloring. Meetings are held annually in the kindergarten with teachers from schools No. 13 and 33. Teachers identify the following difficulties that they face when children enter school: first of all, insufficiently developed hand motor skills, organization of the workplace, independence in everyday life, the level of self-regulation.

And, of course, a special place for children in school is the mastery of some special knowledge and skills - literacy, counting, solving arithmetic problems. In kindergarten in each age group, appropriate classes are held: "speech development", "mathematics". In the preparatory group, classes are added to prepare for "learning to read and write"

Tips for parents:

1. Develop perseverance, diligence of the child, the ability to bring things to the end

2. Form his mental abilities, observation, inquisitiveness, interest in knowing the environment. Make riddles for your child, make them together with him, conduct elementary experiments. Let the child talk aloud.

3. If possible, do not give the child ready-made answers, make him think, explore

4. Put the child in front of problem situations, for example, invite him to find out why yesterday it was possible to sculpt a snowman out of snow, but not today.

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

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

What is the distinguishing feature Federal State Educational Standard for Preschool Education? For the first time in history preschool childhood has become a special self-valuable level education whose main goal is the formation of a successful personality.

key setting the standard - supporting diversity childhood through the creation of conditions for the social situation of the assistance of adults and children for the development of the abilities of each child.

What should be a kindergarten graduate in standard?

A child - a graduate of a kindergarten should have personal characteristics, among them initiative, independence, self-confidence, a positive attitude towards himself and others, developed imagination, the ability to volitional efforts,

curiosity and I want to note that the main goal early childhood education is not preparation for school and its adaptation in society. Such a child is ready for perception and learning in school.

And how way GEF DO provides preparing children for school? V according to the Standard not a child should be ready for school, a school - to the child! All the efforts of teachers are aimed at ensuring that children at the exit from kindergarten do not feel neurotic in the first grade, but are able to calmly adapt to school conditions and successfully learn educational elementary schools. Wherein school must be prepared for different children. Children are always different and in these differences and diverse The experience of the first years of life lays the great potential of every child.

The purpose of the kindergarten is to develop the child emotionally, communicatively, physically and mentally. To form resistance to stress, to external and internal aggression, to form abilities, a desire to learn. At the same time, it should be borne in mind that today's children are not the same as they were yesterday.

The task of the kindergarten is to create conditions for the inclusion of parents of future first graders in the process preparing a child for school, through the acquaintance of parents with the criteria for readiness children to school, awareness of parents about the problems of first-graders (in the period of adaptation to school) their reasons. We must offer parents practical advice and recommendations for preparing a child for school. And I'm like a teacher preparatory group , I propose ways to educate the future first grader.

My kids are one more year older. Now they

pupils preparatory group, the oldest in kindergarten.

Very soon in school! How a child's education will turn out in the first grade depends largely on common efforts. How will the child meet school, will largely depend on what attitude to he will do well in school what expectations will be formed. Formation of the desire to become disciples is the enrichment of the overall development preschooler, creating a positive psychological setting for a new stage of life. The seriousness of the family preparing a child for school should be based on the desire to form in the child a desire to learn a lot and learn a lot, educating children in independence, interest in school, benevolent attitude towards others, self-confidence, lack of fear to express their thoughts and ask questions, be active in communicating with teachers.

What characterizes an independent child? Senior Independence preschooler manifests itself in his ability and desire to act, in his readiness to seek answers to emerging questions. Independence is always associated with the manifestation of activity, initiative, elements of creativity.

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

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

Constantly taking care of and helping the child in elementary matters in advance create serious difficulties for his learning. Adaptation to school of such children drags on considerably.

Intellectual readiness - includes the knowledge base of the child, the presence of special skills and abilities (the ability to compare, generalize, analyze, classify the information received, have a sufficiently high level of development of the second signaling system, in other words, speech perception). Mental skills can also be expressed in the ability to read, count. However, a child who reads and even knows how to write is not necessarily good at all. prepared for school. Much more important to teach preschooler competent retelling, the ability to reason and think logically.

Social readiness is the child's attitude to work and cooperate with other people, in particular adults, who have taken on the role of teachers-mentors. Having this component of readiness, the child may be attentive for 30-40 minutes, he can work in a team. Having become accustomed to certain requirements, the manner of communication of teachers, children begin to demonstrate higher and more stable learning results.

Motivational readiness - implies a reasonable desire to go to school. In psychology, there are different motives for the child's readiness for school: game, cognitive, social. Child with play motive ("There are a lot of guys, and it will be possible to play with them") not ready to learn school. The cognitive motive is characterized by the fact that the child wants to learn something new, interesting. This is the most optimal motive, having which, the child will be successful in the first grade and during the period of education in primary school. school. The social motive is characterized by the fact that the child wants to acquire a new social status: become schoolboy, have a portfolio, textbooks, school supplies, your workplace. But one should not start from the fact that only the cognitive motive is the most basic, and if the child does not have this motive, then he cannot go to school. school. By the way, primary teachers schools are focused on the game motive and in many respects their activities, and the learning process is carried out using game forms.

Start school life is a serious test for children, since it is associated with a sharp change in everything child's lifestyle. He must get used to:

To a new teacher;

To a new team

to new requirements;

For daily duties.

And every child, without exception, goes through the process of adaptation to school(adaptation process). And naturally, the more the child has the necessary skills, qualities, the faster he will be able to adapt. But for some children school requirements, turn out to be too difficult, and the routine is too strict. For them, the period of adaptation to school can be traumatic. What are the problems facing first graders at this time? Where do these difficulties come from? And can they be avoided? Many difficulties can be avoided if timely pay attention to them.

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

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

Not so often pay attention to the development of the child “Yes, he still has time to learn, for this there is a school!» ) after all, many parents argue like that;

They do not pay attention to the peculiarities of his communication with surrounding adults and peers ( "It will pass with time...",

The presence or absence of a desire to learn (“gets involved,

grow up, you see, and everything will pass,

They do not teach the child to control their emotions, actions, to obey the requirements the first time.

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

What a child needs to know and be able to enter school:

1. Your first name, patronymic and last name.

2. Your age (preferably date of birth).

3. Your home address.

4. Your city, its main attractions.

5. The country in which he lives.

6. Surname, name, patronymic of parents, their profession.

7. Seasons (sequence, months, main signs of each season, riddles and poems about the seasons).

8. Domestic animals and their cubs.

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

10. Transport land, water, air.

11. Distinguish between clothes, shoes and hats; wintering and migratory birds; vegetables, fruits and berries.

12. Know and be able to tell Russian folk tales.

13. Distinguish and correctly name planar geometric figures: circle, square, rectangle, triangle, oval.

14. Freely navigate in space and on a sheet of paper (right - left side, top, bottom, etc.)

15. Be able to fully and consistently retell the listened story, compose, come up with a story from the picture.

16. Distinguish between vowels and consonants.

17. Divide words into syllables according to the number of vowels.

18. Use scissors well (cut strips, squares, circles, rectangles, triangles, ovals, cut an object along the contour).

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

Preparing children to the letter begins long before the child enters school. V preparatory group is given special attention.

Positive impact on training hands to the letter renders coloring book. For this purpose, you can use ready-made coloring books. When performing such tasks at home, it is necessary convert child's attention to image it was painted over quite carefully, evenly and neatly.

Helps the development of graphic skills performing various tasks related to hatching. Hatching is performed under the guidance of an adult. Mom or dad show how to draw strokes, control the parallelism of the lines, their direction, the distance between them. For hatching exercises, you can use ready-made stencils with depiction of objects.

21. Be able to listen carefully, without being distracted.

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

Tips for parents:

Develop perseverance, diligence of the child, the ability to bring things to the end.

Form his mental abilities, observation, inquisitiveness, interest in knowing the environment. Make riddles for your child, make them together with him, conduct elementary experiments. Let the child talk aloud.

If possible, do not give the child ready-made answers, make him think, explore.

Put the child in front of problem situations, for example, invite him to find out why yesterday it was possible to sculpt a snowman out of snow, but not today.

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

Be attentive to the child's complaints.

Teach your child to keep their belongings in order.

Do not scare your child with difficulties and failures in school.

Teach your child the right way to deal with failure.

Help your child gain a sense of self-confidence.

Teach your child to be independent.

Teach your child to feel and be surprised, encourage his curiosity.

Strive to make every moment of communication with the child useful.

Targets at the completion stage

preschool education:

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

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

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

the child is fluent enough in oral speech, can express his

Sections: Working with preschoolers

Introduction.

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

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

For the first time, the concept of continuity between kindergarten and school was discovered by Academician A. V. Zaporozhets, as a broad concept associated not only with the coordination of the work of kindergarten and school, but as ensuring the continuity of the levels of development of older children up to school age and primary school, that is, issues of versatile development.

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

What is meant by the concept of "children's readiness for learning" in school "? First of all, not individual knowledge and skills are understood, but their specific set, in which all the main elements must be present, although the level of their development may be different. What are the components included in the set of "school readiness"? First of all, this is motivational, personal readiness, which includes the "internal position of the student", volitional readiness, intellectual readiness, as well as a sufficient level of development of visual-motor coordination, physical readiness.! an integral part is a versatile education, including: mental, moral, aesthetic and labor.

Main part.

Kindergarten and school as important institutions in a child's life.

E.E. Kravtsova noted the following: “Preparing children for school is a complex, multifaceted task, covering all spheres of a child’s life.” Psychological readiness for school is only one of the aspects of this task, although it is extremely important and significant. However, within one aspect, there are different approaches that can be distinguished. Given all the diversity and diversity of ongoing research in this area, she singled out and outlined several basic approaches to this problem.

The first approach can include all studies aimed at developing children's preschool age certain skills and abilities necessary for schooling. This approach has received a powerful development in psychology and pedagogy in connection with the question of the possibility of learning at school from an earlier age.

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

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

According to E.E. Kravtsova, the problem of psychological readiness for schooling is not limited to the possibility of developing certain knowledge, skills and abilities in children. It should be noted that all learned preschool content, as a rule, is consistent with their age capabilities, i.e. given in an age-appropriate form. However, the very form of activity in this approach is not the subject of psychological research. Therefore, the question of the possibility of a transition to a new form of activity, which is the core of the problem of psychological readiness for schooling, does not receive adequate coverage within the framework of this approach.

The second approach is that, on the one hand, the requirements imposed on the child by the school are determined, and on the other hand, neoplasms and changes in the child's psyche that are observed by the end of preschool age are studied.

L.I. Bozhovich notes: ... the carefree pastime of a preschooler is replaced by a life full of worries and responsibility - he must go to school, study those subjects that are determined by the school curriculum, do what the teacher requires in the lesson; he must strictly follow the school regime, obey the school rules, achieve a good assimilation of the knowledge and skills laid down in the program. At the same time, she singles out such neoplasms in the child's psyche that exist in accordance with the requirements of the modern school.

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

It should be noted that schooling and learning activities are far from unambiguous concepts. At modern organization In school life, learning activities, as V.V. Davydov and D.B. Elkonin point out, are far from being formed for all students, and mastery of educational activities often occurs outside the framework of school education. Traditional forms of schooling have been repeatedly criticized by many Soviet psychologists. Therefore, the problem of psychological readiness for schooling should be understood as the presence of prerequisites and sources of educational activity in preschool age. Accounting for the named provision is distinguishing feature third dedicated approach. Its essence lies in the fact that in the works belonging to this direction, the genesis of individual components of educational activity is investigated and the ways of their formation in specially organized training sessions are revealed.

In special studies, it was revealed that children who underwent experimental training (drawing, modeling, appliqué, design) developed such elements of educational activity as the ability to act according to a model, the ability to listen and follow instructions, the ability to evaluate both their own work and the work of other children . Thus, the children formed a psychological readiness for schooling.

Considering educational activity from the point of view of its origin and development, it should be borne in mind that its source is only a single, holistic psychological formation that generates all components of educational activity in their specificity and interconnection.

The works related by E.E. Kravtsova to the fourth approach, which seems to be the most interesting in terms of the problem of psychological readiness for school, are devoted to the identification of a single psychological neoplasm that lies at the origins of educational activity. This approach corresponds to the study of D.B. Elkonin and E.M. Bokhorsky. The hypothesis of the authors was that the neoplasm, in which the essence of psychological readiness for schooling is concentrated, is the ability to obey the rules and requirements of an adult. The authors used a modified method of K. Levin, aimed at identifying the level of satiety. The child was given the task of moving a very large number of matches from one pile to another, and the rule was that only one match could be taken. It was assumed that if a child has formed a psychological readiness for schooling, then he will be able to cope with the task in spite of satiety and even in the absence of an adult.

The problem of a child's readiness for schooling today is quite acute. For a long time it was believed that the criterion for a child's readiness for learning is the level of his mental development. L.S. Vygotsky was one of the first to formulate the idea that readiness for schooling lies not so much in the quantitative stock of representations as in the level of development of cognitive processes. According to L.S. Vygotsky, to be ready for schooling means, first of all, to generalize and differentiate objects and phenomena of the surrounding world in the appropriate categories.

The concepts of readiness for schooling as a set of qualities that form the ability to learn were followed by A.N. Leontiev, V.S. Mukhina, AA. Lublin. They include in the concept of readiness for learning the child's understanding of the meaning of educational tasks, their difference from practical ones, awareness of the ways of performing an action, skills of self-control and self-esteem, development of volitional qualities, the ability to observe, listen, remember, achieve the solution of tasks.

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

First, it is a general development. By the time the child becomes a schoolboy, his general development should reach a certain level. It's about primarily about the development of memory, attention and especially intelligence. And here we are interested in both his stock of knowledge and ideas, and the ability, as psychologists say, to act in the inner plane, or, in other words, to perform some actions in the mind;

Secondly, it is the education of the ability to voluntarily manage oneself. A preschool child has a vivid perception, easily switched attention and a good memory, but he still does not know how to manage them arbitrarily. He can remember for a long time and in detail some event or conversation of adults, perhaps not intended for his ears, if something attracted his attention. But focus a little long time on what does not arouse his immediate interest, it is difficult for him. Meanwhile, this skill is absolutely necessary to develop by the time you enter school. As well as the ability of a broader plan - to do not only what you want, but also what you need, although, perhaps, you don’t really want to or even don’t want to at all;

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

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

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

So, a kindergarten is an institution for the public education of preschool children and is the first link in the general system of public education.

Children are admitted to the kindergarten at the request of their parents. Objective: to help the family in raising children.

In kindergarten, children under the age of 3 are in the care of educators (persons with special education); children from 3 to 7 years old are brought up by teachers with special pedagogical education. The head of the kindergarten is headed by a headmaster with a higher Teacher Education and educational experience.

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

Children gradually develop elementary skills of educational activity: the ability to listen and understand the teacher's explanations, act according to his instructions, complete the work, etc. Such skills are also developed during excursions to the park, to the forest, along the streets of the city, etc. On excursions, children are taught to observe nature, they bring up love for nature, for the work of people. Children spend time after classes outdoors: playing, running, playing in the sandbox. At 12 o'clock - lunch, and then 1.5 - 2 hours - sleep. After sleep, the children play on their own or, at their request, the teacher organizes games, shows filmstrips, reads books, etc. After an afternoon snack or dinner, before going home, the children walk in the air.

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

Cooperation involves communication on an equal footing, where no one has the privilege to specify, control, evaluate. Interaction is a way of organizing joint activities of different parties in an open environment.

T.I. Alexandrova highlights the internal and external relationships of preschool educational institution. She refers to the internal cooperation of pupils, parents and teachers. To the external - partnership with the state, school, universities, cultural centers, medical institutions, sports organizations, etc., ensuring the holistic development of a child of preschool age.

Thus, we can conclude that kindergarten plays a huge role in the development of a child's personality. A preschooler, in the normal operation of the institution, the child develops comprehensively and is ready for a further stage of development in his life, ready for schooling.

There are different points of view on the definition of the concept of "school".

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

There is also big number a variety of classifications of types and types of schools. Schools can be maintained at the expense of the state or private individuals and organizations (private schools, non-state educational institutions). According to the nature of the reported knowledge, schools are divided into general education and professional (special); according to the level of education provided - for primary, incomplete secondary, secondary, higher; by gender of students - for male, female, co-education. According to various principles of organization of education and training, the following are distinguished: a single school, labor school(its subspecies is the illustrative school). For children who do not have the conditions for a normal existence and upbringing, boarding schools are being created, for children in need of treatment, sanatorium-forest schools, etc.

Throughout the history of mankind, one of the main issues of pedagogy has been the interaction of “school and life”. Already in primitive society, in preparation for initiation, the main features of the formal school, as it has survived to the present day, are visible: it complements spontaneous, natural, in particular family, socialization. V Everyday life for a growing person to acquire the qualities necessary for him and the community, it is not enough just to show and imitate in practice. To achieve these goals, it is also necessary to communicate and assimilate concentrated, specially selected knowledge; exercises are needed to master complex skills. The selection of the content of school education is determined by its goals and principles, i.e. suggests a meaningful plan or program of education. Education is carried out in the school as an institution that provides contact, communication of a relatively small number of more perfect and experienced people (teachers, educators) with many less perfect and experienced people (students, educators). The content of education is communicated and assimilated through the special interaction of teachers and students - teaching and learning. School education is recognized as successful when it ends with a public demonstration of the acquired knowledge and skills - exams.

The tasks of the school are diverse and one can talk about them for a long time. Fomina V.P. sees the most important task of the school in increasing the efficiency of the work of the teaching staff. Clarity of organization educational process and labor protection make it possible to successfully solve the problem. It is also important that there is a normal distribution of the load of the mental and physical labor both teachers and students.

So, the school to this day remains an important institution for the socialization of the child, it is here that the “foundation” is laid that will be necessary, and which the child will remember all his life. No wonder they say that school years- the brightest years. Teachers, in turn, have a huge responsibility (no less than parental) for the future of their pupils, they become their second parents and are fully responsible for their safety, including moral.

Thus, from all of the above, we can draw the following conclusions: kindergarten and school are integral parts of the life of every person.

Kindergarten and school are important institutions of socialization in a child's life. In these institutions, the child spends most of his life (almost 18 years), here he receives the largest amount of information, here he gets acquainted with the society of adults, children, peers, with the rules, norms, sanctions, traditions, customs adopted in a particular society. It is in these institutions that the child gets a huge social experience. The child learns to explore the world first together with an adult, and then independently. He makes mistakes, learns from his own mistakes, and since he is in society, he learns from the mistakes of others, also adopting their experience. This is precisely the main goal of these institutions - not to let the child get lost in the society of people, to help him adapt, to push him to independent ways of solving his problems, while not letting him be alone with his fears and self-doubt. The child should know that he is not alone in this world, that, if anything, there are people nearby who will help him. That is, it is necessary to convey to the child that “the world is not without good people”, while he must be prepared for failures, because not everything in life develops the way we want. This is a very difficult task, which is why specialists in this matter work with children, which is why for productive activity these institutions need complex work. After all, when a person, for example, catches a cold, not one doctor works with him, but several at once. So here, only together with the family, society as a whole, the city administration, the state, etc. we will achieve the success we are striving for. It is not necessary to put everything on teachers and educators.

Joint activities of kindergarten and school in work.

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

T.P. Sokolova speaks about this very clearly. The implementation of the principle of continuity between preschool and primary school education is carried out through the coordination of the activities of the teaching staff of the kindergarten and school.

Continuity ensures continuity of development based on the synthesis of the most significant of the stages already passed, new components of the present and future in the development of the child, as Kudryavtseva E.A. says. She also considers several perspectives on the continuity of preschool and primary education. Some scientists believe that succession should be understood as an internal organic connection of general physical and spiritual development on the border of preschool and school childhood, internal preparation for the transition from one stage of development to another. Continuity is characterized by them from the side of the dynamics of the development of children, the organization and implementation of the pedagogical process itself.

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

There are studies where succession is considered through the readiness of children to study at school and adaptation to new living conditions, through promising connections between age lines of development. The authors note that the pedagogical process is complete system therefore, continuity should be carried out in all directions, including goals, content, forms, methods, and be realized through the interaction of all professional levels, including the work of a kindergarten teacher, school teacher, preschool psychologist, school psychologist, etc.

In 1996, the collegium of the Ministry of Education of the Russian Federation for the first time registered continuity as the main condition for lifelong education, and the idea of ​​the priority of personal development as the leading principle of continuity at the stages of preschool - primary school education.

New approaches to the development of continuity between preschool and primary education in modern conditions are reflected in the content of the Concept of Lifelong Education. This strategic document reveals the prospects for the development of preschool - primary education, for the first time in it the continuity between preschool and primary general education considered at the level of goals, objectives and principles for selecting the content of lifelong education for children of preschool and primary school age; the psychological and pedagogical conditions under which the implementation of continuous education at these stages of childhood proceeds most effectively are determined. The concept proclaims the rejection of the dictates of primary school education in relation to preschool education, affirms the individualization and differentiation of education, the creation of such an educational and developmental environment where each child feels comfortable and can develop in accordance with their age characteristics.

Today, the current programs of preschool education are being reviewed in order to exclude from them the repetition of part of the educational material studied at school. Along with this, the development of diagnostic methods serving the continuity of preschool and primary school education is organized.

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

1. introducing children to the values ​​of a healthy lifestyle;
2. ensuring the emotional well-being of each child, the development of his positive worldview;
3. development of initiative, curiosity, arbitrariness, ability to creative self-expression;
4. stimulation of communicative, cognitive, game and other activity of children in various types activities;
5. development of competence in the sphere of relations to the world, people, oneself; inclusion of children in various forms of cooperation (with adults and children of different ages);
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, the formation of readiness for education in the main part of the school and self-education;
8. development of initiative, independence, cooperation skills in various activities;
9. improving the achievements of preschool development (throughout the entire 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 lagging behind.

Modern transformations are aimed at improving the development of children in preschool institutions and ensuring the continuity of preschool and primary school education. In particular, the transformations relate to changes in the content and methods of work, the existing forms of interconnection between kindergarten and school. One of the directions of the relationship between the two educational levels is the provision of high-quality psychological and pedagogical support, which allows not only to overcome the difficulties that arise in the learning process, but also to prevent them. These most important tasks can be successfully solved in the conditions of versatile interaction between the kindergarten and other educational structures, if the preschool institution acts as an open educational system ready for dialogue with the school and the public.

In practice, many preschool institutions and schools have developed productive forms of cooperation, implementation of programs and plans to prepare preschoolers for systematic schooling. Very effective are such forms of interaction between the kindergarten teacher and the teacher as mutual acquaintance with the programs, attending open lessons and classes, familiarization with the methods and forms of work, thematic conversations about the age-related characteristics of the child's development. The links between the kindergarten, school, other institutions, and family are also very important:

1. cooperation with the methodical office;
2. joint participation in pedagogical councils and seminars;
3. visiting children of the preparatory group of the kindergarten of the first grade;
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 necessary level of development that the child must reach by the end of preschool age, the amount of knowledge and skills that he needs to master reading, writing and mathematical knowledge.

A visit by a teacher to lessons at school, and by a teacher - classes in kindergarten allows you to get acquainted with the situation and organization of the life and education of the child, exchange experiences, find the best methods, techniques and forms of work. So, based on the analysis of open lessons, kindergarten teachers can offer first-grade teachers ways to use game methods and visual aids in teaching, contributing to a closer educational and methodological continuity between kindergarten and school. Teachers during such visits can exchange information about pedagogical innovations in the periodical press.

In the process of analyzing the results of joint activities, mutual agreements are reached on the most fruitful forms of cooperation that allow teachers to inform each other about the progress of children, difficulties in their upbringing and education, the situation in the family, etc. The teacher watches the child for a long time, he can give the teacher detailed information about his personality, qualities, level of development, state of health, interests, individual characteristics, character and temperament. He can also give recommendations on the choice of ways of an individual approach to a new student and his family. Teachers and educators can also develop joint programs, forms and ways of working with families whose children have problems in developing socialization skills.

Forms of experience exchange between older preschoolers and students in the first grade are very important. The kindergarten, together with the school, organizes various events where kindergarten pupils and students meet. Such meetings actualize their curiosity, increase their interest in school and social phenomena. Future first graders learn from schoolchildren how to behave, manners of conversation, free communication, and schoolchildren learn to take care of their younger comrades.

So, making a conclusion on all of the above, we can say that the school and the 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 a child has, but also to ensure their prevention. . Here, it is important to organize timely assistance from medical workers and a children's clinic, corrective and psychological assistance to a kindergarten and school, mobilize efforts and, of course, understanding and cooperation with parents, with the child's family, which is a direct link in working with children. The multifaceted nature of the problem of continuity between kindergarten and school requires a constructive dialogue of all interested social and administrative groups and structures.

Program:

In our time, the problem of the continuity of preschool and primary education is very acute, i.e. joint activities of the kindergarten and the school, as a help to a younger student in overcoming problems in socialization, as well as helping a preschooler to overcome problems when entering school. On the one hand, the state wants the school to produce a comprehensively developed personality, ready for a full-fledged existence in society, on the other hand, as soon as a child enters school, he must forget about kindergarten and “survive” in the new conditions, and here problems arise and with the communication of the child, and with getting used to, and with familiarization with the new environment, new rules and norms.

Purpose: assistance in organizing joint activities of the kindergarten and school within the framework of the family socialization of the younger student.

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

Line of business:

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

Criteria for evaluation:

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

Expected results:

1. joint work of kindergarten and school;
2. the readiness of a preschool child for school;
3. full or partial overcoming by a child of primary school age of problems in a new social situation;
4. cooperation of parents with school teachers and kindergarten teachers.

Logistics and staffing:

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

Grid plan:

So, we examined the essence of the process of socialization in kindergarten and school and how they help the family and the child as a whole.

1) as expected, kindergarten and school are the most important institutions of the child's socialization, but they are not the main ones, because the family is still the first and most important institution of the socialization of the individual. After all, it is here that the “foundation” of knowledge and skills is laid, which will be useful throughout life. Kindergarten and school play an important role in the development of the child's personality, but only based on the knowledge laid down earlier.

2) education is very important for a developing personality, but it will not be productive if it is directed at one thing or if it is carried out out of time or for everyone equally. To solve these problems, there is a certain program, both at school and in kindergarten, which is responsible for the comprehensive development of the individual, as well as for individual differentiated education and upbringing of children. It is here that it is necessary to say about the continuity of preschool and primary education.

A kindergarten and a school are two institutions where children are educated and brought up, but the age of the children is different. Since our work considers the age of a primary school student, and a child at this age still remembers what he was taught in kindergarten and it is difficult for him to switch to new social conditions, we see a close connection between these two institutions. This connection, or in other words cooperation, is necessary both for the development of preschool children and for younger students in the first year of schooling.

Conclusion.

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

1) the goal set by us was achieved, the tasks were completed, and the hypothesis was proved;
2) we considered such concepts as “socialization”, “family socialization”, “primary school age”;
3) we got acquainted in detail with such institutions as kindergarten and school, learned that they can interact and at the same time solve many problems that arise both for teachers and parents when interacting with the child, and for the child himself when preparing and entering school.

Socialization in a person's life is a necessary process of his development, it affects the moral, psychological, communicative, intellectual components of his personality. If we exclude this process from the stages of human development, then there would be no such thing as “society” in the world, a person would be primitive in his needs, desires and interests, and in general, humanity would not develop, but would be at one stage of development - primitive .

Family socialization is one of the types of socialization that a child encounters in the first years of his life.

The family is the first "society" a child enters. Here he adopts the first skills of survival, communication, here the child learns from his mistakes and learns from the experience of his elders. In the family, the child learns what he will need in the future.

A kindergarten is an institution where a child goes immediately after being raised in a family, but at the same time, parents do not stop studying with the child at home. Getting into kindergarten, the child has to adapt to new conditions, to a new society, to new rules of behavior. It reflects very clearly what the child was taught in the family, what is not. The child projects relationships in the family onto relationships with the guys from the group.

A school is an institution that a child enters after kindergarten. Here the same situation arises: a new team, new rules. But a number of other problems also arise here: it is the child's inability to quickly switch from kindergarten to the schoolchild's lifestyle; these may be problems that have not been resolved in the family and kindergarten at any stage of development.

Kindergarten and school are institutions where the child develops and through their interaction it is possible to solve a number of problems faced by parents, teachers, educators and the children themselves. With the interaction of these two institutions, a wonderful union can develop, and the child will feel comfortable (during individual work) when the teacher knows the approach to everyone, knowing their individual characteristics. Also, the school, through cooperation with the kindergarten, can actively work with parents, because the kindergarten interacts very closely with parents and there is a Parents' Committee.

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

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