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

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

We were tested by a psychologist in kindergarten on the issue of preparedness for school ... We also visited a psychologist today, I was just dumbfounded by our level below average. In the garden they say that I have a smart child growing up (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. An individual approach to the child. Testing for school readiness for children who have not attended kindergarten.

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

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

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Section: Adoption (can they 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 The Russian Federation recommends organizing for children ...

Kindergartens and preschool education: speech development, speech therapist, educator, preparation for school 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? A child in kindergarten: how to feel good. What should be a kindergarten teacher.

Child - takes school seriously.? Hello everybody. In the morning, a girl I know upset me a little. It so happened that Kindergarten and preparation for school: what and how to teach a preschooler. Preparing for school: when to start, and whether your ...

question. Kindergarten. Child from 1 to 3. Raising a child from one to three years old: tempering and development, nutrition and illness, daily routine and I 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. A variety of children's centers, clubs, and children's art houses also conduct school preparation classes. And the preparation for school has been canceled in the kindergartens for more than one year ... Child from 3 to 7. Education, nutrition, daily routine, visit ...

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

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We begin to learn to read and write. So far there is only a textbook by G. Glinka. What is this tutorial? Maybe someone from the experts will comment a little. And in this textbook it is proposed to teach children to write block letters. I don't really understand the meaning of such training. Then retrain for writing? Or children somehow magically figure out how to write in writing.

The child is only four years old .. My without any kindergartens walked to school at the age of five. I was proud that she "passed" the big competition until she began to work at this school. And I saw enough of the Kindergarten and preparation for school : what and how to teach a preschooler.

To teach a preschooler to write ?. Preparation for school. Child from 3 to 7. Education, nutrition, daily routine, attendance at kindergarten and relationships with educators, illness and physical development of a child from 3 to 7 years old.

The role of kindergarten in preparing a child for school

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

Among the functions that the kindergarten performs in the general education system, in addition to the all-round development of the child, preparation of children for school takes an important place. The success of his further education largely depends on how well and on time 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 to form readiness for school includes:

1. Developing in children the idea of \u200b\u200bclasses as an important activity for acquiring knowledge. On the basis of this idea, the child develops active behavior in the classroom (careful fulfillment 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 master knowledge, skills, to make sufficient efforts for this;
3. Fostering the experience of working in a team and a positive attitude towards peers in the preschooler; assimilation of ways to actively influence peers as participants in common activities (the ability to provide assistance, fairly assess the performance of peers, 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 general process of the moral formation of the child's personality, makes the preschooler more independent in choosing activities, games, activities according to interests.

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: broad communication of the child 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 for knowledge and skills that children can master in everyday communication. The second category includes knowledge and skills to be learned by children in the classroom. In the classroom, the teacher takes into account how the children learn the program material, complete the tasks; tests the speed and rationality of their actions, the presence of various skills and, finally, determines their ability to observe correct behavior.

Modern psychologists (A.A. Venger, S.P. Proskura and others) believe that 80% of intelligence is formed before 8 years. This situation puts forward high requirements for the organization of education and training of older preschoolers.

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

It is also important to educate the child in curiosity, voluntary attention, the need for an independent search for answers to emerging questions. After all, a preschooler who has an insufficiently developed interest in knowledge will behave passively in the lesson, it will be difficult for him to direct his effort and will to perform tasks, master knowledge, and achieve positive results in learning.

Of great importance in preparing children for school is the upbringing of "public qualities" in them, 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. Communication of children is a necessary element of preparation for school, and a kindergarten, first of all, can provide the greatest opportunity for its implementation.

School readiness also presupposes a certain level of mental development. The child needs a stock of knowledge. But the amount of knowledge or skills in itself cannot serve as an indicator of development. The school expects not so much an educated child as a psychologically prepared child for school work. It is not the knowledge itself that is much more important, 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 the child sculpt more, collect small mosaics, paint pictures, but at the same time pay attention to the quality of the coloring. Every year in kindergarten meetings are held with teachers of schools No. 13 and 33. Teachers highlight the following difficulties they face when children enroll in school: first of all, insufficiently developed hand motor skills, organization of the workplace, independence in everyday life, level of self-regulation.

And, of course, a special place for children in school is occupied by mastering 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 "literacy"

Tips for parents:

1. Develop the child's perseverance, hard work, and the ability to follow through

2. Form his thinking abilities, observation, inquisitiveness, interest in knowing the environment. Make riddles to the child, make them together with him, conduct elementary experiments. Let the child reason out loud.

3. If possible, do not give the child ready-made answers, force him to reflect, research

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

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

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

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

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

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

A child - a graduate of a kindergarten must 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.

How way FSES DO provides preparing children for school? IN compliance with the Standard no 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 assimilate educational initial schools... Wherein school should be prepared for different children. Children are always different and in these differences and varied the experience of the first years of life has 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. It should be borne in mind that today's children are not the ones 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 your child for school, through familiarizing parents with the criteria for readiness children to school, awareness of parents about the problems of first graders (during the period of adaptation to school) their reasons. We must offer to parents practical advice and recommendations for preparing your child for school... And I am as a teacher preparatory group, I suggest ways to educate a future first grader.

My children have grown one more year. Now they

pupils preparatory group, the oldest in kindergarten.

Coming soon in school! How the child's education in the first grade will turn out depends largely on the overall effort. How will a child meet with school, will largely depend on what attitude to school he will havewhat expectations will be formed. Forming aspiration to become learners is enriching overall development preschoolercreating a positive psychological setting for a new stage of life... The family is serious about preparing your child for school should be based on the desire to form a child's desire to learn a lot and to learn a lot, fostering independence in children, interest in school, a benevolent attitude towards others, self-confidence, the absence of fear to express their thoughts and ask questions, to be active in communicating with teachers.

What characterizes an independent child? Elder autonomy 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 school education(new requirements for the behavior and activities of the student, new rights, duties, relationships) is based on the fact that over the years preschool childhood, the child has formed the foundations of independence, elements of self-regulation, organization. The ability to solve available tasks relatively independently constitutes the prerequisites for social maturity required in school.

Experience shows that a first grader who has not developed this quality experiences in school serious neuropsychic overload. New situation, new demands make him feel anxious and insecure. The habit of constant guardianship of an adult, a performing model of behavior that has developed in such a child in preschool childhood, prevent him from entering the general rhythm of the class work, make him helpless when completing assignments. Ill-considered upbringing tactics, the desire of an adult, even with the best intentions.

Constantly patronizing and helping the child in elementary matters in advance creates serious difficulties for his education. Adaptation to school of such children drags on significantly.

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 signal system, in other words, speech perception). Mental skills can 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 all. prepared for school... It is much more important to teach preschooler competent retelling, the ability to reason and think logically.

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

Motivational readiness - involves a well-founded desire to go to school... In psychology, different motives of a child's readiness to school: playful, cognitive, social. Child with a playful motive ("There are many guys there, and you can play with them") not ready to study in school... The cognitive motive is characterized by the fact that the child wants to learn something new, interesting. This is the most optimal motive, having which, the child will be successful in the first grade and during the period of study in the primary 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, its 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, teachers of elementary schools focused on the game motive and in many ways 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;

New requirements;

To daily duties.

And every child, without exception, goes through the process of adapting to school(adaptation process)... And naturally, the more a child has the necessary skills, qualities, the faster he will be able to adapt. But for some children school requirementsturn out to be too difficult and the schedule 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 on 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 development of the baby ( "Yes, he still has time to learn, for this there is a school!» ) after all, many parents reason so;

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

For the presence or absence of a desire to learn (“will be involved,

grows up, you see, and everything will pass ",

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

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

What you need to know and be able to a child entering school:

1. Your name, patronymic and surname.

2. Your age (date of birth is desirable).

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, basic signs of each season, riddles and poems about the seasons).

8. Domestic animals and their babies.

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. To know and be able to tell Russian folk tales.

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

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

15. To be able to fully and consistently retell the story you listened to, compose, invent a story based on the picture.

16. Distinguish between vowels and consonants.

17. Divide words into syllables by the number of vowels.

18. It is good to use scissors (cut strips, squares, circles, rectangles, triangles, ovals, cut an object along the contour).

19. Own a pencil: draw vertical and horizontal lines without a ruler, draw geometric shapes, animals, people, various subjects 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... IN preparatory the group pays special attention to this.

Positive impact on training hand to the letter is coloring. For this purpose, you can use ready-made albums - coloring. When performing such tasks at home, you must convert the child's attention to picture it was painted over quite carefully, evenly and accurately.

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

21. Be able to listen carefully, without distraction.

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

Tips for parents:

Develop the child's perseverance, hard work, and the ability to follow through.

Form his thinking abilities, observation, inquisitiveness, interest in knowing the environment. Make riddles to the child, make them together with him, conduct elementary experiments. Let the child reason out loud.

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

Put your child in front of problem situations, for example, ask 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 delve into the causal connection of events, whether he correctly evaluated the actions of the characters, whether he is able to prove why he condemns some heroes and approves of others.

Be alert to your child's complaints.

Teach your child to keep their things in order.

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

Teach your child how to respond to failure correctly.

Help your child gain a sense of self-confidence.

Teach your child to be independent.

Teach your child to feel and wonder, encourage his curiosity.

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

Targets at completion

preschool education:

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

the child has setting a positive attitude to the world, to different types of work, other people and 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 failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of faith in himself, tries to resolve conflicts;

the child has a developed imagination, which is realized in different types of activity, and above all in the game; the child owns different forms and types of play, distinguishes between conventional 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 all-round development of the child's personality and the preparation of children for school.

Preparing children for school is not a new problem in itself, it was given great importance, since preschool institutions have all the conditions for solving this problem. Back in the fifties and sixties, the issues of preparing children for school in practice were considered rather narrowly and boiled down to the assimilation of knowledge from the field of forming elementary mathematical concepts, teaching literacy. However, the actualization of the issues of preparing children for school is due to the fact that primary School passed to a four-year period 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 A. Zaporozhets, as a broad concept associated not only with the coordination of the work of a kindergarten and a school ”, but as ensuring the continuity of the development levels of senior preschool and primary school children, that is, issues development.

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

What is meant by the concept of "children's readiness to learn" at school "? First of all, it is not individual knowledge and skills that are understood, but a certain set of them, in which all the basic elements should be present, although the level of their development may be different. What are the components of the “school readiness” kit? This is primarily 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 upbringing including: mental, moral, aesthetic and labor.

Main part.

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

EE 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, the truth is extremely important and significant. However, within one aspect there exist and can be distinguished different approaches. Taking into account all the diversity and diversity of research in this area, she identified and outlined several basic approaches to this problem.

The first approach can include all studies aimed at developing certain skills and abilities in preschool children that are 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.

In the studies of this direction, it has been established: children of 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, convincingly demonstrate that through the social organization of upbringing and educational work, it is possible to successfully teach children of this age the beginnings 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, abilities, and skills in children. It should be noted that all assimilated preschool content, as a rule, is consistent with their age capabilities, i.e. is given in a form adequate for this age. However, the very form of activity with 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 pivotal for the problem of psychological readiness for schooling, within the framework of this approach does not receive proper coverage.

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

L.I. Bozovic notes: ... the careless pastime of the 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 strive for a good assimilation of the knowledge and skills set out in the program. " At the same time, she singles out such neoplasms in the child's psyche that exist in the requirements of the modern school.

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

It should be noted that schooling and learning activities are far from unambiguous concepts. With the modern organization of school life, educational activity, as V.V. Davydov and D.B. Elkonin points out, is far from developing in all students and the mastery of educational activity often occurs outside the framework of school education. The traditional forms of schooling were 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. Taking this provision into account is a distinctive feature of the third selected approach. Its essence lies in the fact that in the works belonging to this direction, the genesis of individual components of educational activity is investigated and the ways of their formation in specially organized training sessions are revealed.

In special studies, it was revealed that children who underwent experimental training (drawing, modeling, application, design) developed such elements of educational activity as the ability to act according to the 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 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 education that generates all the components of educational activity in their specificity and interrelation.

The works attributed by E.E. Kravtsova to the fourth approach, which seem 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 is consistent with the research of D.B. Elkonin and E.M. Bohorsky. 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's 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 one could take only one match at a time. 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 of 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 consists not so much in the quantitative stock of ideas 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 in the appropriate categories the objects and phenomena of the surrounding world.

The concept of readiness for schooling as a complex of qualities that form the ability to learn was adhered to by A.N. Leontiev, V.S. Mukhina, A.A. Lublinskaya. 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 ways of performing an action, skills of self-control and self-esteem, the 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:

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

Secondly, it is the education of the ability to arbitrarily control oneself. A preschool child has vivid perception, easily switched attention and good memory, but he still does not know how to arbitrarily control them. He can for a long time and in detail remember some event or conversation of adults, perhaps not intended for his ears, if he somehow attracted his attention. But it is difficult for him to concentrate for any length of time on something that does not arouse his immediate interest. And yet this skill is absolutely necessary to develop by the time of entering 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 do not really want to, or even do not want at all;

Thirdly, the formation of motives that encourage learning. This is not the natural interest that preschoolers show in school. It is about developing a real and deep motivation, which 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 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. the formation of the correct ideas about school and learning in children;
2. the formation of a positive emotional attitude towards school;
3. the formation of the experience of educational activities.

To solve these problems, I use various forms and methods of work: excursions to school, talking about school, reading stories and learning poems on school topics, looking at pictures that reflect school life and talking about them, drawing 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 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 a head who has a higher pedagogical education and experience in educational work.

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

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

New tasks facing the preschool institution presuppose 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 is becoming more free, flexible, differentiated, humane on the part of the teaching staff, on the other hand, teachers are guided by cooperation and interaction with parents and closest social institutions.

Cooperation presupposes communication as equals, where no one has the privilege to indicate, control, evaluate. Interaction is a way of organizing joint activities of different parties in an open environment.

T.I. Aleksandrova highlights the internal and external relationships of a preschool educational institution. She refers to the internal cooperation of pupils, parents and teachers. External - 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 operation of the institution, the child develops comprehensively and is ready for a further stage of development in his life, ready for school.

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

A school is an educational institution. Some theorists of pedagogy emphasize 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 educational aspects to be the main 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 wide variety of classifications of types and types of schools. Schools can be supported by the state or individuals and organizations (private schools, non-state educational institutions). By the nature of the communicated knowledge, schools are divided into general education and professional (special); by the level of education given - for primary, incomplete secondary, secondary, higher; by gender of students - for men, women, coeducation. According to various principles of the organization of education and training, the following are distinguished: a single school, a labor school (its subspecies is an illustrative school). For children who do not have conditions for a normal existence and upbringing, boarding schools are 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, one can see the main features of the formal school as it has survived to the present day: it complements spontaneous, natural, in particular family, socialization. IN everyday life for a growing person to acquire the qualities that he and the community need, it is not enough just to demonstrate and imitate. 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 educational plan or program. Education is carried out at school as an institution that provides contact, communication of a relatively small number of more advanced and experienced people (teachers, educators) with many less perfect and experienced people (students, educated people). The content of education is communicated and assimilated through the special interaction of teachers and students - teaching and learning. School education is recognized as successful when it ends with a public demonstration of acquired knowledge and skills - exams.

The tasks of the school are diverse and one can talk about them for a long time. Fomina V.P. He sees the most important task of the school in increasing the efficiency 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 mental and manual 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” that will be necessary and which the child will remember throughout his life is laid. No wonder they say that school years are the brightest years. The 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, the following conclusions can be drawn: 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 receives a huge social experience. The child learns to learn about the world, first together with an adult, and then independently. He makes mistakes, learns from his mistakes, and since he is in society, he also 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 on independent ways to solve his problems, while not allowing him to be left alone with his fears and self-doubt. A 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 ready for failure, because not everything in life is going the way we want. This is a very difficult task, that is why specialists in this matter work with children, that is why complex work is necessary for the productive activity 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, too, only together with the family, society as a whole, the city administration, the state, etc. we will achieve the success we strive for. You don't have to put everything on the teachers and educators.

Joint activities of the kindergarten and the school at work.

Having considered the kindergarten and the school, we need to find out how they help directly the younger student. After all, this is the age when the child has just graduated from kindergarten and is not yet used to it, does not know the new order, the new place, the school society. We need to find out how the school solves these problems (if it does) and how the kindergarten helps it in this. It is 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 the continuity of development based on the synthesis of the most essential of the stages already passed, new components of the present and the future in the development of the child, as E.A. Kudryavtseva says. She also examines several perspectives 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 at the border of preschool and school childhood, internal preparation for the transition from one stage of development to another. The continuity is characterized by them from the perspective of the dynamics of the development of children, the organization and implementation of the pedagogical process itself.

Other scientists believe that the main component of continuity is the relationship in the content of the educational process. Some characterize the continuity in the forms and methods of teaching.

There are studies where continuity is considered through the readiness of children to learn at school and adaptation to new living conditions, through promising connections between age lines of development. The authors note that the pedagogical process - integral system, therefore, continuity should be carried out in all directions, including goals, content, forms, methods, and 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 \u200b\u200bthe priority of personal development as the leading principle of continuity at the stages of preschool and 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, in it for the first time the continuity between preschool and primary general education is considered at the level of goals, objectives and principles for selecting the content of continuous 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 is most effective are determined. The concept proclaims the rejection of the dictate of the primary stage of school education in relation to preschool, asserts 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 his age characteristics.

Today, the current programs of preschool education are being revised in order to exclude from them the repetition of part of the educational material studied at school. Along with this, the development of diagnostic techniques 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 the solution of the following priority tasks at the stage of childhood:

1. familiarizing children with the values \u200b\u200bof a healthy lifestyle;
2. ensuring the emotional well-being of each child, the development of his positive outlook;
3. development of initiative, curiosity, arbitrariness, ability to creative self-expression;
4. stimulation of communicative, cognitive, play and other activity of children in different types activities;
5. development of competence in the field 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. the development of the desire and ability to learn, the formation of readiness for education in the main link of the school and self-education;
8. development of initiative, independence, cooperation skills in various activities;
9. improving the achievements of preschool development (throughout primary education);
10. special assistance for the development of qualities unformed 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 concern changes in the content and methods of work, the established forms of the relationship 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 context of the versatile interaction of the kindergarten and other educational structures, if the preschool institution acts as an open educational system ready for dialogue with the school and the public.

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

1. cooperation with the methodological office;
2. joint participation in pedagogical councils and seminars;
3. children attending the preparatory group of the first grade kindergarten;
4. cooperation with the family through interaction with the parent committee;
5. cooperation with psychological and pedagogical counseling and medical professionals.

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 achieve by the end of preschool age, the amount of knowledge and skills that he needs to master reading, writing and mathematical knowledge.

The teacher's attendance at school, and the teacher at the kindergarten class allows you to get acquainted with the environment and organization of the child's life and education, exchange experiences, find the best methods, techniques and forms of work. So, kindergarten teachers can, based on the analysis of open lessons, offer first grade teachers ways to use play methods and visual aids in teaching, contributing to a closer teaching and methodological continuity between kindergarten and school. During such visits, teachers can exchange information about educational 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 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 advice on the choice of ways of an individual approach to a new student and his family. Educators and educators can also develop collaborative programs, forms and ways of working with families whose children have problems developing socialization skills.

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

So, drawing a conclusion on 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 arising in the child, but also to ensure their prevention ... It is important to organize timely assistance from medical workers and a children's clinic, correctional and psychological assistance of a kindergarten and a school, mobilization of 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 continuity of preschool and primary education is becoming very acute, i.e. joint activities of a kindergarten and a school, as a help to a younger student in overcoming problems in socialization, as well as help a preschooler in overcoming problems when entering school. On the one hand, the state wants the school to produce a fully 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 new conditions, and here problems arise and with the communication of the child, and with addiction, and with the introduction to a new environment, new rules and norms.

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

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

Direction of activity:

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 preschooler to study at school;
3. observation of children of primary school age to identify problems in development, 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. the readiness of the preschooler for school;
3. complete or partial overcoming of problems by a child of primary school age in a new social situation;
4. cooperation of parents with school teachers and kindergarten teachers.

Material and staffing:

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

Grid plan:

So, we examined the essence of the socialization process 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 for the socialization of a child, but they are not basic, because the family is still the first and most important institution of 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 not an unimportant role in the development of the child's personality, but only relying on the knowledge laid down earlier.

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 out of time or for all the same. To solve these problems, there is a certain program, both in school and in kindergarten, which is responsible for the comprehensive development of the personality, 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.

Kindergarten and school are two institutions where children are educated and brought up, but the age of the children is different. Since within the framework of our work the age of a younger student is considered, 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 school.

Conclusion.

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

1) the goal we set 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 a 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, moral, psychological, communicative, intellectual components of his personality. If we exclude this process from the stages of human development, then such a concept as “society” would not have formed in the world, a person would be primitive in his needs, desires and interests, and indeed humanity in general would not develop, but would be at the same 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 falls. Here he adopts the first skills of survival, communication, here the child learns from his mistakes and adopts the experience of his elders. In the family, the child learns what will be necessary for him 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 give up studying with a child at home. Getting into kindergarten, a 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 the relationship in the family onto the relationship with the children from the group.

School is an institution where a child goes after kindergarten. The same situation arises here: a new team, new rules. But a number of other problems also arise here: 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 a child develops and through their interaction it is possible to solve a number of problems that parents, teachers, educators and children themselves face. With the interaction of these two institutions, a wonderful union can be formed, and the child will feel comfortable (with individual work) when the teacher knows the approach to each, 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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