From the work experience “Preparing children for school. Preparing children for school in a preschool environment presentation for a lesson on the topic Preparing a child for preschool and school

The time is coming when your child will be proud of the title of first grader. And in this regard, parents have a lot of worries and worries: where and how to prepare the child for school, is it necessary, what the child should know and be able to do before school, at six or seven years old, send him to first grade, and so on. There is no universal answer to these questions - every child is different. Some children are fully ready for school at the age of six, while other children at the age of seven have a lot of trouble. But one thing is for sure - it is imperative to prepare children for school, because it will be an excellent help in the first grade, help in learning, and greatly facilitate the adaptation period.

Being ready for school doesn't mean being able to read, write, and count.

To be ready for school means to be ready to learn all this, the child psychologist L.A. Wenger.

What does preparation for school include?

Preparing a child for school is a whole range of knowledge, skills and abilities that a preschooler must possess. And this includes far not only the totality of necessary knowledge. So what does quality school preparation mean?

In the literature, there are many classifications of a child's readiness for school, but they all boil down to one thing: readiness for school is divided into physiological, psychological and cognitive aspects, each of which includes a number of components. All types of readiness should be harmoniously combined in the child. If something is not developed or is not fully developed, then this can serve as problems in school, communication with peers, assimilation of new knowledge, and so on.

Physiological readiness of the child for school

This aspect means that the child must be physically ready for school. That is, the state of his health should allow him to successfully complete the educational program. If a child has serious deviations in mental and physical health, then he should be trained in a special correctional school that provides for the characteristics of his health. In addition, physiological readiness implies the development of fine motor skills (fingers), coordination of movement. The child should know in which hand and how to hold the pen. And also, when entering the first grade, a child must know, observe and understand the importance of observing basic hygiene standards: the correct posture at the table, posture, etc.

Child's psychological readiness for school

The psychological aspect includes three components: intellectual readiness, personal and social, emotional and volitional.

Intellectual school readiness means:

• by the first grade, the child must have a stock of certain knowledge
• he is required to navigate in space, that is, to know how to get to school and back, to the store, and so on;
• the child must strive to acquire new knowledge, that is, he must be curious;
• development of memory, speech, thinking must correspond to the age.

Personal and social readiness implies the following:

• the child must be sociable, that is, be able to communicate with peers and adults; in communication, there should be no aggression, and in case of a quarrel with another child, he should be able to evaluate and look for a way out of a problem situation; the child must understand and recognize the authority of adults;
• tolerance; this means that the child must adequately respond to constructive comments from adults and peers;
• moral development, the child must understand what is good and what is bad;
• the child must accept the task set by the teacher, listening carefully, clarifying unclear points, and after completing it, he must adequately assess his work, admit his mistakes, if any.

A child's emotional and volitional readiness for school presupposes:

• the child's understanding of why he goes to school, the importance of learning;
• interest in learning and obtaining new knowledge;
• the child's ability to complete a task that he does not quite like, but this is required by the curriculum;
• perseverance - the ability to listen carefully to an adult for a certain time and complete tasks without being distracted by extraneous objects and affairs.

Child's cognitive readiness for school

This aspect means that the future first grader must have a certain set of knowledge and skills that will be needed for successful schooling. So, what should a child of six to seven years know and be able to do?

Attention.

• Do something without distraction for twenty to thirty minutes.
• Find similarities and differences between objects, pictures.
• To be able to perform work according to a model, for example, accurately reproduce a pattern on your sheet of paper, copy a person's movements, and so on.
• Easy to play mindfulness games that require quick reflexes. For example, name a living creature, but before playing, discuss the rules: if a child hears a pet, then he must clap his hands, if a wild one - knock his feet, if a bird - wave his hands.

Maths.
Numbers from 1 to 10.

1. Direct counting from 1 to 10 and reverse counting from 10 to 1.
2. Arithmetic signs "\u003e", "< », « = ».
3. Dividing a circle, a square in half, four parts.
4. Orientation in space and a sheet of paper: right, left, top, bottom, above, below, behind, etc.

Memory.

• Memorizing 10-12 pictures.
• Telling from memory rhymes, tongue twisters, proverbs, fairy tales, etc.
• Retelling of the text from 4-5 sentences.

Thinking.

• Finish a sentence, for example, "The river is wide, but the brook ...", "The soup is hot, and the compote ...", etc.
• Find an extra word from a group of words, for example, "table, chair, bed, boots, armchair", "fox, bear, wolf, dog, hare", etc.
• Determine the sequence of events, what came first and what - then.
• Find inconsistencies in drawings, fiction poetry.
• Folding puzzles without the help of an adult.
• Fold a simple object out of paper with an adult: a boat, a boat.

Fine motor skills.

• Correctly hold a pen, pencil, brush in your hand and adjust the strength of their pressure when writing and drawing.
• Paint objects and hatch them without going beyond the outline.
• Cut with scissors along the line drawn on the paper.
• Perform applications.

Speech.

• Make sentences from several words, for example, cat, yard, go, sun bunny, play.
• Recognize and name a fairy tale, riddle, poem.
• Compose a coherent story based on a series of 4-5 plot pictures.
• Listen to reading, the story of an adult, answer elementary questions about the content of the text and illustrations.
• Distinguish sounds in words.

The world.

• Know basic colors, domestic and wild animals, birds, trees, mushrooms, flowers, vegetables, fruits, and so on.
• Name the seasons, natural phenomena, migratory and wintering birds, months, days of the week, your last name, first name and patronymic, the names of your parents and their place of work, your city, address, what professions are.

What do parents need to know when working with a child at home?

Homework with a child is very useful and necessary for a future first grader. They have a positive effect on the development of the child and help in bringing all family members closer together, establishing trusting relationships. But such classes should not be compulsory for the child, he must first of all be interested, and for this it is best to offer interesting tasks, and choose the most suitable moment for classes. It is not necessary to take the child away from the games and put him at the table, but try to captivate him so that he himself accepts your offer to work out. In addition, while working with the child at home, parents should know that at the age of five or six, children are not persevering and cannot for a long time perform the same task. A home study should not last more than fifteen minutes. After that, you should take a break to distract the child. Change of activity is very important. For example, at first you performed logical exercises for ten to fifteen minutes, then after a break you can do drawing, then play outdoor games, and then mold funny figures from plasticine, etc.

Parents should know one more very important psychological feature of preschool children: their main activity is play through which they develop and acquire new knowledge. That is, all tasks should be presented to the kid in a playful way, and homework should not turn into an educational process. But when working with a child at home, it is not even necessary to set aside any specific time for this, you can constantly develop your baby. For example, when you are walking in the yard, pay your child's attention to the weather, talk about the time of year, notice that the first snow has fallen or leaves have begun to fall off the trees. On a walk, you can count the number of benches in the yard, entrances in the house, birds on a tree, and so on. On vacation in the forest, introduce your child to the names of trees, flowers, birds. That is, try to make the child pay attention to what surrounds him, what is happening around him.

Various educational games can be of great help to parents, but it is very important that they are appropriate for the child's age. Before showing the game to your child, get to know it yourself and decide how useful and valuable it can be for the development of your child. You can recommend a children's lotto with images of animals, plants and birds. A preschooler should not buy encyclopedias, most likely they will not be interested in them or interest in them will disappear very quickly. If your child has watched the cartoon, ask them to talk about its content - this will be a good speech training. At the same time, ask questions so that the child sees that it is really interesting for you. Pay attention to whether the child pronounces words and sounds correctly when telling, if there are any mistakes, then delicately tell the child about them and correct them. Learn tongue twisters and rhymes, proverbs with your child.

We train the child's hand

At home, it is very important to develop the child's fine motor skills, that is, his hands and fingers. This is necessary so that the child in the first grade has no problems with writing. Many parents make the big mistake of not allowing their child to handle scissors. Yes, you can get hurt with scissors, but if you talk to your child about how to properly handle the scissors, what you can and cannot do, then the scissors will not pose a danger. Make sure that the child does not cut randomly, but along the marked line. To do this, you can draw geometric shapes and ask the child to carefully cut them out, after which you can make an applique from them. Children like this task very much, and its benefits are very high. Modeling is very useful for the development of fine motor skills, and children really like to sculpt various koloboks, animals and other figures. Learn finger warm-ups with your child - in stores you can easily buy a book with fascinating and interesting finger warm-ups for your baby. In addition, you can train a preschooler's hand with the help of drawing, shading, tying shoelaces, stringing beads.

When the child completes a written assignment, make sure he holds a pencil or pen correctly, so that his hand is not tense, the child's posture and the position of the sheet of paper on the table. The duration of the written assignments should not exceed five minutes, while the importance is not the speed of the assignment, but its accuracy. You should start with simple tasks, for example, tracing an image, gradually the task should become more difficult, but only after the child is good at coping with an easier task.

Some parents do not pay enough attention to the development of the child's fine motor skills. As a rule, due to not knowing how important this is for the successful education of a child in first grade. It is known that our mind rests at our fingertips, that is, the better a child's fine motor skills are, the higher his general level of development. If a child has poorly developed fingers, if it is difficult for him to cut and hold scissors in his hands, then, as a rule, his speech is poorly developed and he lags behind in his development from peers. That is why speech therapists recommend that parents, whose children need speech therapy classes, simultaneously engage in modeling, drawing and other activities to develop fine motor skills.

To keep your child happy to go to first grade and be prepared for school, so that their studies are successful and productive, listen to the following recommendations.

1. Don't be too demanding of your child.

2. A child has the right to make mistakes, because mistakes are common to all people, including adults.

3. Make sure that the load is not excessive for the child.

4. If you see that the child has problems, then do not be afraid to seek help from specialists: speech therapist, psychologist, etc.

5. Study should be harmoniously combined with rest, so arrange small parties and surprises for your child, for example, go to a circus, museum, park, etc. on weekends.

6. Keep track of the daily routine so that the child wakes up and goes to bed at the same time, so that he spends enough time in the fresh air so that his sleep is restful and fulfilling. Eliminate outdoor games and other vigorous activities before bed. Reading a book with the whole family before bed can be a good and rewarding family tradition.

7. Meals should be balanced, snacks are not recommended.

8. Observe how the child reacts to different situations, how he expresses his emotions, how he behaves in public places. A child of six to seven years old must control his desires and adequately express his emotions, understand that not always everything will happen the way he wants. Special attention should be paid to the child if, at preschool age, he can publicly make a scandal in the store, if you do not buy him something, if he aggressively reacts to his loss in the game, etc.

9. Provide the child with all the necessary materials for homework, so that at any time he can take plasticine and start sculpting, take an album and paints and draw, etc. Set aside a separate place for the materials so that the child can independently manage and keep them in order. ...

10. If the child is tired of studying without completing the task, then do not insist, give him a few minutes to rest, and then return to the task. But still, gradually teach the child so that he can do one thing for fifteen to twenty minutes without being distracted.

11. If the child refuses to complete the task, then try to find a way to interest him. To do this, use your imagination, do not be afraid to come up with something interesting, but in no case scare the child that you will deprive him of sweets, that you will not let him walk, etc. Be patient with the whims of your reluctance.

12. Provide your child with a developing space, that is, strive to surround your child with as few useless things, games, objects as possible.

13. Tell your child how you were in school, how you went to first grade, look through your school photos together.

14. Form a positive attitude towards school in the child, that he will have many friends there, it is very interesting there, the teachers are very good and kind. You cannot scare him with deuces, punishment for bad behavior, etc.

15. Pay attention to whether your child knows and uses "magic" words: hello, goodbye, sorry, thank you, etc. If not, then perhaps these words are not in your vocabulary. The best thing is not to give the child commands: bring that, do this, put it away, but turn them into polite requests. It is known that children copy the behavior and manner of speaking of their parents.

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 complete 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 children's natural need for communication. Communication should be voluntary and friendly. Communication of children is a necessary element of preparation for school, and a kindergarten 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 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 educational 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, color drawings, 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 "teaching to read and write"

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, 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 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.

The role of parents in preparing for school is enormous : adult family members act as parents, caregivers, and teachers. However, not all parents in conditions of isolation from a preschool institution can provide complete, 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, because parents of "domestic" children do not always have the opportunity to consult with a specialist and build the educational process at their own discretion, unlike parents whose children attend preschool institutions prepare for school in the kindergarten.

Among the functions that the kindergarten performs in the system of public education, in addition to the all-round development of the child, preparation of children for school takes an important place. The success in his further education largely depends on how well and in a timely manner a preschooler will be 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:

Developing in children the idea of \u200b\u200bclasses as an important activity for the acquisition of knowledge. On the basis of this idea, the child develops active behavior in the classroom (careful performance of tasks, attention to the words of the teacher);

Development of perseverance, responsibility, independence, diligence. Their formation appears in the child's desire to master knowledge, skills, to make sufficient efforts for this;

Upbringing the preschooler's experience of working in a team and a positive attitude towards peers; assimilation of methods of active influence on peers as participants in common activities (the ability to provide assistance, fairly assess the results of peers' work, tactfully note shortcomings);

Formation of the skills of organized behavior in children, educational 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 two groups of knowledge and skills are distinguished. 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; check the speed and rationality of their actions, the presence of various skills and, finally, determines their ability to observe correct behavior.

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

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 not sufficiently developed an interest in knowledge will behave passively in the lesson, it will be difficult for him to direct his effort and will to complete tasks, master knowledge, and achieve positive learning achievements.

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 children's natural need for communication. Communication should be voluntary and friendly. Communication is a necessary element of preparation for school for children, and a kindergarten can provide the greatest opportunity for its implementation.

The result of a child's development in preschool childhood is the prerequisites for the child to be able to adapt to the conditions of the school, to start systematic study... These prerequisites include, first of all, the desire to become a schoolboy, to carry out serious activities, to study. This desire appears by the end of preschool age in the vast majority of children. It is connected with the fact that the child begins to realize his position as a preschooler as not corresponding to his increased capabilities, ceases to be satisfied with the way of familiarizing himself with the life of adults that play gives him. He psychologically outgrows the game, and the position of a schoolchild enters for him as a stepping stone to adulthood, and study as a responsible matter, to which everyone treats with respect. Surveys of children, repeatedly conducted in the preparatory groups of kindergarten, showed that children, with rare exceptions, tend to go to school, do not want to stay in kindergarten. Children justify this desire in different ways. Most cite learning as an attractive side of school. Of course, it is not only the opportunity to learn that attracts children. For preschoolers, the external attributes of school life have a great attractive force: sitting at a desk, making calls, changing, taking notes, owning a portfolio, pencil case, etc. This kind of interest in external aspects is less important than the desire to learn, but it also has a positive meaning, expressing the child's general desire to change his place in society, his position among other people.

An important aspect of psychological readiness for school is a sufficient level of volitional development of the child. In developed children, this level turns out to be different, but a typical feature that distinguishes six-year-old children is the subordination of motives, which gives the child the ability to control his behavior, and which is necessary in order to immediately, having come to the 1st grade, be included in the general activity, to accept a system of requirements for teachers by the school.

As for the arbitrariness of cognitive activity, although it begins to form in older preschool age, by the time of entering school it has not yet reached full development: it is difficult for a child to maintain steady voluntary attention for a long time, memorize significant materials, etc. Training in primary school takes into account these characteristics of children and is structured so that the requirements for the arbitrariness of their cognitive activity increase gradually, as in the learning process itself, it is improved.

A child's mental readiness for school includes several interrelated aspects. A child entering the 1st grade needs a certain amount of knowledge about the world around them - about objects and their properties, about the phenomena of animate and inanimate nature, about people, their work and their aspects of social life, about “what is good and what is bad ", I.e. about moral standards of behavior. But it is not so much the volume of this knowledge that is important, as their quality - the degree of correctness, clarity and generalization that developed in preschool childhood representation.

The figurative thinking of the older preschooler provides quite rich opportunities for mastering generalized activities, and with well-organized teaching, children master ideas that reflect the essential laws of phenomena related to different areas of reality. Such ideas are the most important acquisition that will help a child to move in school to the assimilation of school knowledge. It is quite enough if, as a result of preschool education, the child gets acquainted with those areas and aspects of phenomena that serve as the subject of study of various sciences, begins to distinguish them, distinguishing living from non-living, plants from animals, natural from man-made, harmful from useful. Systematic acquaintance with each area, assimilation of systems of scientific concepts is a matter of the future.

A special place in the psychological readiness for school is occupied by the mastery of some special knowledge and skills, traditionally related to the actual school, literacy, counting, and solving arithmetic problems.

Primary school is counting on children who have not received any special training, and begins to teach them literacy and mathematics from the very beginning. Therefore, appropriate knowledge and skills cannot be considered a mandatory part of a child's readiness for schooling. At the same time, a significant part of the children entering the 1st grade can read, and all children, to one degree or another, are proficient in accounts.

The acquisition of literacy elements of mathematics in preschool age can influence the success of schooling. The education in children of general ideas about the sound side of speech and its difference from the content side, about the quantitative relationships of things and their difference from the objective meaning of these things has a positive significance. It will help your child to study at school and assimilate the concept of number and some other initial mathematical concepts.

As for the skills of reading, counting, solving problems, their usefulness depends on the basis on which they are built, how correctly they are formed. So, the reading skill increases the child's readiness for school only if it is based on the development of phonemic hearing and the omniscience of the sound composition of the word, and the reading itself is continuous or syllable. Letter-by-letter reading, which is not uncommon among preschoolers, will make it difficult for the teacher's robot, since the child will have to be retrained. The same is the case with counting - it will be useful if it relies on an understanding of mathematical relationships, the meaning of a number, and useless or even harmful if learned mechanically.

Of decisive importance in the readiness to master the school curriculum are not the importance and skills in themselves, but the level of development of the child's cognitive processes and cognitive activity, the peculiarities of the development of his interests. The general positive attitude towards school and learning, towards the position of the student, towards his rights and obligations is not sufficient to ensure sustainable successful learning, if the child is not attracted by the very content of the knowledge acquired at school, is not interested in something new that he gets to know in the classroom , if he is not attracted by the process of cognition itself.

Cognitive interests develop gradually, over a long period of time and cannot arise immediately after entering school if they are not given sufficient attention to their upbringing at preschool age. The greatest difficulties in primary school are experienced not by those children who have an insufficient amount of knowledge and skills by the end of preschool age, but those who show intellectual passivity, who do not have the desire and habit to think, to solve problems that are not directly related to any of the child's interests game or everyday situation.

The formation of stable cognitive interests contributes to the condition of systematic preschool education. However, even under these conditions, some children show intellectual passivity, and to overcome it requires a deep individual work with child. The level of development of cognitive activity, which can be achieved by children by the end of preschool age and which is sufficient for successful learning in primary school, includes, in addition to voluntary control of this activity, which was mentioned earlier, and the qualities of the child's perception and thinking are determined. A child entering school should be able to systematically examine signs, phenomena, and highlight their various properties.

The orientation of the child in space and time is of great importance. Literally from the first days of being at school, the child receives instructions that cannot be performed without taking into account the spatial characteristics of things, knowledge of the direction of space. So, for example, the teacher requires you to draw a line "obliquely from the upper left corner to the lower right corner of the cell" or "straight down right side cells "and the like. The idea of \u200b\u200btime, and the sense of time, the ability to determine how much of it has passed, is an important participation of the student's organized work in their class, completing assignments on time.

School education, a systematic condition of knowledge, place high demands on the child's thinking. The child must be able to highlight the essential in the phenomena of the surrounding reality, be able to compare them, highlight the similar and the different; he must learn to reason, find the cause of phenomena, draw conclusions.

Another aspect of mental development, which determines the readiness of a child for schooling, is the development of his speech, mastering the ability to describe an object, picture, event in a coherent, consistent, understandable way for others, convey the course of his thought, explain this or that phenomenon, rule.

Psychological readiness for school includes the quality of the child's personality, helping him to enter the classroom to find his place in it, to be involved in common activities. These are social motives of behavior, those rules of behavior conditional on the child in relation to other people, and that ability to establish and maintain relationships with peers, which are formed in the joint activities of preschoolers.

educator MKDOU

"Kindergarten No. 6 combined type"

art. Essentukskaya, Foothill area, Stavropol Territory

Introduction

1.The essence of the concept of "school readiness" and its main components

Features of the development of the child at the turn of preschool and primary school age

Creation of conditions for preschool educational institutions for the full preparation of children for schooling

Conclusion

Bibliography

application

INTRODUCTION

It is well known that one of the priority areas for the development of the educational system of the Russian Federation for the period up to 2010 is the need to ensure equal starting opportunities for children (from different social groups and population strata) when entering primary school. By “equalizing the starting opportunities of children”, one should understand the creation of different conditions that the state must provide to any child of preschool age living in Russia, regardless of the well-being of the family, place of residence and nationality, in order to obtain a level of development that allows him to successfully study at school.

In Russia, the preschool education system has always been viewed as the first stage in the general education system, and the senior preschool age (5-7 years) - as the age of general preparation of a child for the next stage of education - primary school.

Currently, the main organizational form of preparing children for school is preschool educational institutions (hereinafter DOE) of six different types, as well as educational institutions for children of preschool and primary school age. In most regions of Russia in 2005-2006. the number of children enrolled in preschool education has increased significantly due to the provision of out of turn places in preschool educational institutions [No. 9, p. 360].

One of the problems of preparing children attending preschool for school is that kindergartens work according to different programs; at the same time, each of them puts forward its own development indicators, closely related to the educational content inherent in the program. As a result, development indicators in different programs are incompatible with each other. In addition, the lists of these indicators are very extensive, which leads to cumbersome verification procedures or to their formal attribution to the child, which distorts the actual state of affairs.

At the same time, upon admission to school, a child is tested for the level of his achievements according to completely different criteria, convenient for each particular school and often overstated. Usually this is a test of private skills and abilities (reading, writing, counting) and randomly selected samples from the mass of psychodiagnostic tests.

So, there is a situation of a gap, on the one hand, between the development indicators used in different preschool educational programs, and on the other hand, between the development indicators used at the exit from kindergarten and when the child enters school.

Therefore, the relevance of this problem allowed us to choose the topic of the term paper "Preparing children for school in a preschool educational institution."

Purpose of the study: consider the conditions of a preschool educational institution for the full preparation of children for schooling.

To prove this goal, the following tasks:

1.describe the concept of "school readiness", its main components;

Consider the peculiarities of the child's development at the turn of preschool and primary school age;

Analyze the conditions of a preschool educational institution for the full preparation of children for schooling.

Work structure: term paper consists of an introduction, three paragraphs, conclusion, bibliography, application.

school readiness child educational

1. The essence of the concept of "school readiness" and its main components

In the first paragraph of our work, we will try to consider the essence of the concept of "school readiness", its main components.

Going to school is a turning point in a child's life. The child's lifestyle is changing, the conditions of his activity, relationships with adults and peers.

One of the tasks of a preschool institution is to prepare children for school. The transition of a child to school is a qualitatively new stage in his development. This stage is associated with a change in the “social situation of development”, and with personal new formations, which L.S. Vygotsky called it “the crisis of seven years”. The result of preparation is readiness for school. These two terms are interconnected by cause - effect relationships: readiness for school directly depends on the quality of training [№11, p. 242].

According to domestic and foreign scientists, the child's readiness for schooling should be considered, first of all, as its general readiness, including physical, personal and intellectual readiness.

Physical readiness - this is a state of health, a certain level of morpho-functional maturity of the child's body, the required degree of development of motor skills and qualities, especially fine motor coordination, physical and mental performance.

Personal readiness - this is a certain level of arbitrariness of behavior, the formation of communication skills, self-esteem and motivation for learning (cognitive and social); activity, initiative, independence, the ability to listen and hear another, coordinate their actions with him, be guided by the established rules, work in a group. The success of schooling is largely determined by how much the child wants to study, become a student, and go to school. As already noted, this new system of needs, associated with the child's desire to become a schoolboy, to perform a new, socially significant activity, forms the student's internal position, which is the most important component of personal readiness for school.

Initially, this position is by no means always associated with the child's full-fledged desire to learn and gain knowledge. Many children are attracted primarily by the external attributes of school life: new furnishings, bright portfolios, notebooks, pens, etc., the desire to receive grades. And only later can there be a desire to study, to learn something new at school.

The teacher helps the child to highlight not formal, but substantial aspects of school life. However, in order for the teacher to fulfill this function, the child must be ready to enter into a new type of relationship with the teacher. This form of child's relationship with adults is called extra-situational - personal communication.

A child who owns this form of communication perceives an adult as an indisputable authority, a role model. His requirements are met accurately and unquestioningly, they are not offended by his comments, on the contrary, critical words of an adult are treated with increased attention, they react to these errors in a business-like manner, they try to correct them as soon as possible by making the necessary changes to the work.

With a current attitude towards the teacher, children are able to behave in the lesson in accordance with school requirements: not to be distracted, not to start conversations with the teacher extraneous topics, not to throw out their emotional experiences, etc.

An equally important aspect of personal readiness is the child's ability to establish cooperative relationships with other children. Ability to successfully interact with peers, perform joint training activities is of great importance for the development of a full-fledged educational activity, which is essentially collective.

Personal readiness also offers a certain attitude towards oneself. For mastering educational activities, it is important that the child be able to adequately relate to the result of his work, evaluate his behavior. If a child's self-esteem is overestimated and undifferentiated, which is typical for a preschooler (he is sure that he is “the best”, that his drawings, crafts, etc. are “the best”), it is not legitimate to talk about personal readiness.

Intelligent readiness - this is mastering the native language and the main forms of speech (dialogue, monologue), the development of figurative thinking, imagination and creativity, the basics of verbal - logical thinking, mastering the elements of educational activity within specifically children's activities (design, drawing, modeling, various games), isolating the task from the general context of the activity, understanding and generalizing ways of solving cognitive tasks, the presence of elementary horizons of competence (idea of \u200b\u200bthe world of people, things, nature, etc.) [№13, p.10].

Upon entering school, the child begins a systematic study of sciences. This requires a certain level of cognitive development. The child must be able to take a point of view different from his own, in order to acquire objective knowledge about the world that does not coincide with his immediate everyday ideas. He must be able to distinguish between its individual aspects in the subject, which is an indispensable condition for the transition to subject teaching.

For this, the child needs to possess certain means of cognitive activity (sensory standards, a system of measures), to carry out basic mental operations (to be able to compare, generalize, classify objects, highlight their essential features, draw conclusions, etc.).

Intellectual readiness also presupposes the presence of mental activity of the child, sufficiently broad cognitive interests, the desire to learn something new.

So, in order for children to be intellectually prepared for school, it is necessary to give them certain knowledge, built into a system, to ensure a sufficient level of mental activity. You should also develop the child's curiosity, cognitive interests and the ability to consciously perceive new information [№14, p.210].

According to other scientists, the concept of "school readiness" includes psychological, social - psychological and moral-strong-willed, physical training.

Physical readiness to school assumes: general good health, low fatigue, efficiency, endurance. Weakened children will often get sick, get tired quickly, their performance will fall - all this cannot but affect the quality of the shoes cheniya.

Readiness to learn (learn) assumes the presence of a certain level of development of independence. Research by K.P. Kuzovsky, G.N. Godina found that independence begins to form from early preschool age, and with an attentive attitude of adults to this problem, it can acquire the character of rather stable manifestations in a variety of activities.

The formation of responsibility is also possible (KS Klimova). Older preschoolers are able to take responsibility for the task. The child remembers the goal set for him, is able to hold it for a long time and fulfill it. The child must be able to bring the matter to the end, overcoming difficulties, be disciplined, diligent. And these qualities, according to research (N.A. Starodubova, D.V.Sergeeva, R.S. Bure), are successfully formed by the end of preschool age.

An indispensable characteristic of readiness for learning is the presence of interest in knowledge (RI Zhukovskaya, F.S. Levin-Shchirina, T.A. Kulikova), as well as the ability to voluntary actions.

Ready for a new look life involves the ability to establish positive relationships with peers.

The above characteristics of social, moral-volitional readiness are formed gradually during the entire life of a child from birth to 6 years old in a family and a preschool educational institution in the classroom and outside of them.

From point of view moral and volitional preparation to school, it is important to pay attention to the child's interest in classes, to what gives rise to a desire to study.

The motivation for moral and volitional development is the subordination of motives, the introduction of motives of public benefit.

Problem psychological readiness to school education is widely developed in the works of domestic and foreign psychologists (L.I. Bozhovich, D.B. Elkonin, A.L. Venger, N.L. Gutkina, N.G. Kravtsov, N.G. Salmin, J. Jirasek, G. Witzlak and others).

Psychological readiness to school also presupposes the formation of the motive for learning. It is known that children show interest in school very early. This happens under the influence of observations of older children-pupils, stories of adults about the school. When asked why they want to go to school, children of senior preschool age often answer: "Because they will buy me a backpack," etc. among these motives there is no main thing - the motive of learning. Only the emergence of such motives will be able to testify to the psychological, motivational readiness of the child to study at school. Such motives are formed gradually.

The formation of the qualities necessary for a future student is helped by a system of pedagogical influences based on the correct organization of children's activities and the pedagogical process as a whole.

The problem of school readiness includes pedagogical and psychological aspects.

In this regard, the pedagogical and psychological readiness for school is distinguished.

Pedagogical readiness to school is determined by the level of possession of special knowledge, skills and abilities necessary for teaching at school.

These are the skills of forward and backward counting, performing elementary mathematical operations, recognizing printed letters or reading, copying letters, retelling the content of texts, reading poetry, etc.

Of course, possession of all these skills and abilities can make it easier for a child to learn the first stage of schooling, to master the school curriculum. However, a high level of pedagogical readiness by itself cannot yet ensure a sufficiently successful inclusion of a child in school life. It often happens that children who have demonstrated a good level of pedagogical readiness upon admission to school are far from immediately able to join the educational process, they still do not feel like real schoolchildren: they are not ready to fulfill the simplest disciplinary requirements of the teacher, they do not know how to work according to a given model, they get out of general pace of work in the classroom, do not know how to build relationships with classmates, etc.

At the same time, children who have shown not so high preliminary training, but have the necessary level of psychological maturity, easily cope with the requirements of the school and successfully master the curriculum.

Psychological readiness for school is a complex education, which is a whole system of interrelated qualities: features of motivation, the formation of mechanisms of arbitrary regulation of actions, a sufficient level of cognitive, intellectual and speech development, a certain type of relationship with adults and peers, etc. Development of all these qualities in their unity to a certain level , capable of ensuring the development of the school curriculum, and constitutes the content of psychological readiness for school.

The development of an arbitrary sphere (volitional readiness) is also distinguished as the main components of psychological readiness for schooling.

Development of an arbitrary sphere. School life requires a child to follow a large number rules. The behavior of students in the lesson is subordinated to them (you can not make noise, talk with a neighbor, do other things, you need to raise your hand if you want to ask something, etc.), they serve to organize the educational work of students (keep notebooks and textbooks in order , take notes in a certain way, etc.), regulate the relationship of students with each other and with the teacher.

The ability to obey the rules and requirements of an adult, the ability to work according to a model are the main indicators of the formation of voluntary behavior. Its development by D.B. Elkonin considered the more important component of school readiness.

The levels of pedagogical and psychological readiness shown by the child upon admission to school are analyzed by the teacher and the psychologist so that they can jointly develop tactics for working with each child, taking into account his individual characteristics.

So, preparation for school should be versatile and begin long before the actual admission of children to school.

2. Features of the development of a child at the turn of preschool age and primary school age

The limit of senior preschool age, which coincides with the period of study in primary school, is currently set from 6-7 years. Therefore, in this section we will consider the features of the development of a child at a given age period. During this period, the child's further physical and psychological development takes place. Throughout primary school age, a new type of relationship with people around begins to take shape. The unconditional authority of an adult is gradually being lost, and by the end of a young age, peers begin to acquire more and more importance for the child, and the role of the children's community grows.

Educational activity becomes the leading activity in primary school age. It determines the most important changes in the development of the psyche of children at this age stage. The leading role of educational activity in the development of the child does not exclude the fact that the younger student is actively involved in other activities, during which his new achievements are improved and consolidated.

At this age, an important new formation of voluntary behavior occurs. The child becomes independent, he chooses himself how to act in certain situations. This type of behavior is based on moral motives that are formed at this age. The child absorbs moral values, tries to follow certain rules and laws. Often this is due to selfish motives, and desires to be approved by an adult or to strengthen their personal position in a peer group. That is, their behavior in one way or another is associated with the main, dominant at this age motive for achieving success.

The formation of voluntary behavior in younger preschoolers is closely related to such neoplasms as planning the results of action and reflection.

The child is able to evaluate his action in terms of its results and thereby change his behavior, plan it accordingly. A semantic-orienting basis appears in actions, this is closely related to the differentiation of internal and external life. The child is able to overcome all his desires in himself, if the result of their fulfillment does not meet certain standards.

An important aspect of a child's inner life is his semantic orientation in his actions. This is due to the child's feelings about the fear of changing attitudes with others. He is afraid of losing his importance in their eyes.

The child begins to actively reflect on his actions, conceal his feelings. Outwardly, the child is not the same as inwardly. It is these changes in the child's personality that often lead to outbursts of emotions on adults, the desire to do what they want, to whims.

"The negative content of this age is manifested primarily in the violation of psychological balance, in the instability of will, mood, etc."

At the primary school age, there is an increase in the desire of children to achieve. Therefore, the main motive for a child's activity at this age is the motive for achieving success. Certain moral ideals and patterns of behavior are laid in the child's mind. The child begins to understand their value and necessity. But in order for the identification of a child to go most productively, the attention and assessment of an adult is important.

It is at this age that the child experiences his uniqueness, he realizes himself as a person, strives for perfection. This is reflected in all areas of a child's life, including in relationships with peers. Children find new group forms of activity, activities.

Children strive to improve the skills of those activities that are accepted and appreciated in an attractive company for him, in order to stand out in her environment, to achieve success.

Thus, the younger school age is the most responsible stage of childhood. Images from the surrounding life and literary works, transmitted by children in visual activity, become more complex. Drawings acquire a more detailed character, their colors are enriched. The differences between the drawings of boys and girls become more pronounced. Boys willingly depict technology, space, military operations, etc. Girls usually paint female images: princesses, ballerinas, models, etc. Everyday stories are also common: mother and daughter, room, etc. The image of a person becomes even more detailed and proportional. Fingers, eyes, mouth, nose, eyebrows appear. Clothes can be decorated with various details [No. 9, p.5].

In the preparatory group for school, preschool age ends. His main achievements are associated with the development of the world of things as objects of human culture: children master the forms of positive communication with people; sexual identification develops, the student's position is formed [No. 1, p. 455].

Children preparatory group to school they have mastered to a large extent the construction of building materials. They are fluent in generalized methods of analysis, both images and buildings, not only analyze the main design features of various parts, but also determine their shape based on similarities with familiar or volumetric objects. Children quickly and correctly select the necessary material. They quite accurately imagine the sequence in which the construction will be carried out, and the material that will be needed to complete it; are able to perform buildings of various degrees of complexity, both according to their own design and according to the conditions.

At this age, children can already master complex forms of folding from a sheet of paper and come up with their own, but they need to be specially taught this.

Children continue to develop perception, but they may not always take into account several different signs at the same time. Figurative thinking is developing, but the reproduction of metric relations is difficult. This can be easily verified by asking the children to reproduce on a piece of paper a pattern on which nine points are drawn that are not on one straight line. Typically, children do not reproduce metric relationships between points; when drawings are superimposed on each other, the points of the child's drawing do not coincide with the points of the sample.

The skills of generalization and reasoning continue to develop, but they are still largely limited to visual signs of the situation.

The development of imagination continues, however, it is often necessary to state a decrease in the development of imagination at this age in comparison with senior group... This can be explained by various influences, including the media, leading to stereotyped images of children. Attention continues to develop, it becomes voluntary. In some types of activity, the time for voluntary concentration reaches 30 minutes.

Children continue to develop speech: its sound side, grammatical structure, vocabulary. Coherent speech develops. The statements of children reflect both the expanding vocabulary and the nature of the communications that are formed at this age. Children begin to actively use generalizing nouns, synonyms, antonyms, adjectives, etc. As a result of properly organized educational work, children develop dialogical and some types of monologue speech.

Thus, we see that the development of the child at the turn of the older childhood and primary school age is a stormy and long period. etc.By the end of preschool age, the child has a high level of cognitive development, which allows him to continue to successfully study at school.

3. Creation of conditions for preschool educational institutions for the full preparation of children for schooling

The central task of preparing children for school, along with maintaining and strengthening their health, is to ensure their timely, full-fledged psychological development.

The basic link of preschool education is preschool education, the modernization of which presupposes the achievement of a new quality of preschool education: its orientation not only on the development of a certain amount of knowledge by children, but also on the development of their personality, cognitive and creative abilities. Education as a special priority in school education should become an organic component of pedagogical activity, integrated into the general educational process.

In order to create conditions for achieving modern quality of preparation for school, a new approach to the content and organization of work with children is needed.

* the tasks that society sets in relation to new generations;

* age characteristics of children.

Taking into account the age characteristics of children, it is necessary to distinguish two directions in the selection of the content of education in preschool childhood;

* familiarizing children with the accumulated experience and achievements of mankind: ethical, social, aesthetic, technical, scientific;

* pedagogical assistance to the actual psychological development of children.

The importance of the first direction for the development of children is obvious, since the child must learn to live and act in the world in which he lives. The introduction of children to the accumulated experience and achievements of mankind is carried out by teaching children, first of all, the most diverse ways of action. However, not all the achievements of humanity can be attributed to children through mastering ways. Thus, it is obvious that one cannot teach the "methods" of committing acts on the basis of moral norms, although one can teach the methods of so-called cultural behavior.

In the educational process, mastering by any means is organized by showing, explaining, through the adults' own practice and the child's experience. However, this approach does not always justify itself because of the child's inner indifference to the proposed content.

In order to turn a preschooler into an active and interested participant in the educational process, it is necessary to connect the content of the latter with a goal that is accessible for the child to comprehend, to the achievement of which motives really acting at a given age induce.

By the age of 5, the need for children to recognize their own importance by others begins to be partially concretized in the need for feeling and recognition by others of their competence in certain areas of activity. The child wants to show: look what I can do! And it is precisely this need that is basic in motivating learning activities.

The feeling of the need for competence as a special form of conscious human activity contributes to the emergence of a focus on transforming oneself.

To study is exactly what it means to increase your competence, change, improve yourself, and not the objective world around you.

At the initial stages, this need is satisfied in didactic games with rules, the values \u200b\u200bof which for successful school education have been written by Russian psychologists and teachers since the 50s of the last century (L.S. Slavina, A.V. Petrovsky, etc.)

Traditionally, the development and use of play techniques in the educational process was given to the will and inventions of the educator, which led to both successful findings and the actual distortion of the “play factor”. An important and fundamental condition for the new organization of an effective educational process is the creation of scientifically grounded, specific and detailed methods and systems for the use of play components at different age stages and in different types of children's activities. Regional characteristics and traditions, as well as conditions such as urban and rural areas, should be reflected in the content of those situations that will be used in teaching children how to master ways of action and when setting appropriate goals. The active position of the child in the emerging situation remains unchanged.

In order to create the necessary conditions for achieving a new, modern quality of preschool education, it is planned:

* revision of the content and forms of communication between the teacher and children of senior preschool age;

* development of technologies aimed at changing the inner position of the educator, his value-semantic self-determination as a necessary condition for the adoption and development of new pedagogical ideas.

As mentioned above, the central task of preparing children for school, along with ensuring timely full psychological development, is the preservation and strengthening of health.

The prevalence of pathology and morbidity among children aged 3 to 17 years is increasing by 4-5% annually. The results of numerous scientific studies indicate that the most pronounced increase in functional disorders, chronic diseases, deviations in physical development, an increase in acute and exacerbation of chronic pathology in children occur during the period of receiving a systematic education.

All this dictates the need to improve both the organization of the educational process and its medical support.

The health improvement of children should become a mandatory part of the work of a preschool educational institution of any type. This provision should be reflected in the documents of all levels that regulate the activities of preschool institutions.

The key factor in improving medical care in preschool educational institutions should be the continuity and interconnection in the work of the polyclinic and the educational institution, both at the stage of preparing the child for attending preschool educational institutions, and during the entire period of his stay in kindergarten.

During the period of preparation of the child for admission, both to a full-time educational institution and to a short-term stay group, the district pediatrician conducts:

* multifactorial (complex) assessment of the child's health, taking into account the results of the examination by specialists;

* correction of identified deviations in health and development based on the results of a comprehensive assessment;

* determination of the child's readiness to enter an educational institution, predicting the course of the adaptation period, psychological - medical and pedagogical appointments for the period of adaptation for parents and staff.

During the period of a child's visit, both a full-time educational institution and a short-term stay group, the district pediatrician conducts:

* monitoring of the state of health of children with the involvement of specialists from the polyclinic;

* identification of children of groups of directed risk and the formation of general and individual programs for their health improvement;

* assessment of the effectiveness of ongoing activities.

Before your child enters school, you must:

* predicting the course of adaptation of the child at school;

* formation of complex psychological - medical and pedagogical recommendations for the adaptation period.

In the field of physical culture and health of children 5-7 years old, a set of measures is proposed, aimed at creating conditions for the harmonious development of the child, at protecting and strengthening health, and forming physical culture.

Health-preserving orientation of forms, means and methods of physical education of preschoolers includes:

* complex psychological and physiological diagnostics of the child's development and his readiness for school education, monitoring the health status and physical development of children;

* selection of pedagogical technologies, taking into account the age characteristics of children and functional capabilities at this stage of development; rejection of the "school" type of education for schoolchildren.

To achieve high quality work in physical culture, it is planned to:

* the use of modern technologies for teaching various types of movements, increasing the effectiveness of physical education, monitoring the physical development and health status of children;

* development and implementation of variable programs aimed at forming in children the concept of the value of health and a healthy lifestyle, the inclusion of relevant material in the content of classes on different types of activities;

* involvement of the family in the formation of a healthy lifestyle and health culture in children;

* modernization of the content of work on the basis of the introduction of personality-oriented pedagogical technologies: the development of differentiated physical culture lessons, taking into account the level of physical activity of children and their state of health, the level of physical fitness and gender and age differences;

* introduction of elements of creative pedagogy in order to form positive motivation in children for self-expression in movement and figurative reincarnation based on the satisfaction of their motor activity;

* development of technologies for health-improving physical culture, taking into account the level of individual development of a child in a preschool educational institution.

The use of complexes of physical exercises and games aimed at the development of children's motor abilities (coordination, dexterity, speed of movements, strength, speed, flexibility) in order to improve the adaptive and functional capabilities of the child's body.

For children with disabilities and problems in health and physical development, it is necessary to create an adaptive educational environment, as well as an environment aimed at early diagnosis and correction, at the consistent socialization and integration of these children into the mainstream school.

Pedagogical assistance to the mental development of children.

Currently, the need for special pedagogical assistance to the mental development of children is due to the fact that, according to experts, many children lag behind age characteristics and generally recognized developmental norms. At the same time, timely and full-fledged mental development in preschool age is the basis for the further development of the child.

The first seven years of life are fundamentally different from subsequent ages in the number and significance of mental neoplasms that have arisen. It was in the preschool years that speech, activity with a complex system of goals and social motivation, consciousness, personality first appeared.

Each of these large-scale neoplasms has a complex composition and structure, and their main components arise in children in a certain sequence and relationship.

In this most complex and poorly studied process at the moment, the following patterns can be distinguished:

a) the appearance of each particular component of these neoplasms has its own sensitive period. This is a period of time when a set of prerequisites develops in the child's psyche, which is the most favorable for the appearance of this particular specific feature, the potential of a quite definite growth;

b) the possibilities of realizing the developmental potential of children are of an alternative nature and depend on many conditions and circumstances of the life of each particular child. In spontaneously evolving conditions, the child's developmental potential is often realized either partially, or in undesirable forms, or is not realized at all. If the pedagogical influence is carried out not spontaneously, but at the right period and in strict accordance with the laws of the development of the child's psyche, then the existing potential provides the development processes with the necessary direction and dynamics;

c) the appearance of the most important mental neoplasms in children in a sensitive period has far-reaching consequences, because they determine the conditions and prerequisites for the formation of later elements of the main mental structures and thereby the fate of the subsequent development of a person.

Modern pedagogy has not yet made a practical conclusion from these provisions that are well known to psychological science: timely, qualified assistance to the mental development of a child is much more effective and simpler than belated attempts to catch up. If there is no psychological assistance, then the teacher is faced with an unfavorable state of the child's psyche, with latent resistance of stereotypes that have developed in a different direction.

So, for example, the period of time before the onset and during the crisis of 3 years is a sensitive period for the formation of some new traits and features in the psyche of children. It is at this moment that care is needed about the direction in which their development will go. The most important of them is the formation of productive goal-setting, aimed at independently creating something new that did not exist before (construction, drawing, etc.) This seemingly not very significant shift in the activities and goal-setting of children 3 years old determines whether a person will become even would be partly a creator or only a consumer - those who strive to be able, or those who only want to have. This, seemingly far from school readiness, difference in attitudes significantly affects the motivation of educational activity. The desire and ability to create becomes a prerequisite for the child's desire to increase his own competence - the most important hidden source of intellectual and educational activity.

The ambiguity of the attitude towards creation leads to rejection of criticism and to hostility towards those who criticize instead of a business orientation towards improving the quality of their work. In elementary school, this child's perception of an objective assessment of his success is well known.

It is obvious that the rupture of a single, holistic education system for that part of children who could not systematically attend preschool educational institutions up to 5 years old, and the concentration of efforts on its last segment - 5-7 years, are dangerous for the mental development of a person in the most sensitive period of this development.

Neglecting the tasks of ensuring the full-fledged mental development of children under 5 years old, when the foundation of a person's activity, consciousness and personality is laid, dooms preschool pedagogy to the physical priority of correctional practice.

The need for special pedagogical efforts to ensure mental development throughout preschool childhood was realized by teachers and psychologists already in the 90s of the last century. New programs of preschool education appearing at this time contain new, very promising attempts to formulate and solve this program. In the implementation of the Complex of measures for the implementation of the educational system of the Russian Federation for the period up to 2010, it is necessary to update the system of scientific and methodological circulation, restructure pedagogical science and overcome its isolation from the needs of modern society in ensuring the continuity of the processes of renewing preschool education.

They can be conditionally defined as organizational models of preparing children for school.

Organizational models of preparing children for school.

Currently, the preparation of children for school 5-7 years old at school is carried out:

* in a full-time preschool educational institution (for children from families at risk - with round-the-clock stay);

* in groups of short-term stay on the basis of preschool educational institutions, schools, cultural and educational centers and centers of additional education;

* at home - by parents or governors (for children from families at risk - by social workers).

It is advisable to concentrate preschool education in groups of short-term stays, regardless of the location (preschool educational institutions, schools, cultural and educational centers, etc.) in the centers for preparing children for school.

In this regard, it is necessary to develop a package of normative and legal documents regulating the process of organizing and carrying out work on preparing children for school in mini-centers (general provisions, organization rules, staffing table, rights and obligations of participants in the educational process, management, financing, monitoring and performance evaluation, etc.).

To ensure an equal start when moving to the next stage of education, it is necessary to develop and introduce uniform criteria for assessing the planned results of preparing children for school and to design a mandatory minimum of the content of basic educational programs for all organizational models.

In order to create favorable conditions for achieving a new, modern quality of preschool education, it is planned:

* psychological and pedagogical substantiation of approaches to restructuring the activities of the teacher and his communication with children in connection with the renewal of forms of assistance to the mental development of the child;

* development of uniform requirements for the content of programs that are implemented in the conditions of groups of short-term stays, and bringing them in line with the common goals of preschool education;

* development of programs and methodological support to them in accordance with the common goals of preschool education and taking into account the specifics of teaching children in the conditions of groups of short-term stay on the basis of the social - family model of preschool education using subject - methodological complexes and autodactic materials;

* Allocation of special time (at least a third of the entire daytime stay of children) for free independent activity, including for playing.

To prepare children for school at home, it is necessary to develop a software and methodological set of social and family model of preschool education, taking into account the common goals of preschool education and the possibilities of individual communication with the child. For social psychologists working with children from families at risk and their parents, it is required to create a special manual.

All materials related to software and methodological support must be prepared both on paper and in electronic version.

Program and methodological materials should be addressed to the heads of preschool educational institutions, methodologists, educators, teachers, parents and all those who are involved in the problems of preparing children for school.

In the electronic version for teachers and parents, she should carry out not only self-education, but also self-control aimed at determining the level of their own competence [No. 8, p.28].

Thus, this methodological complex, designed to improve the professional level of teachers and the quality preparation of children for school, is presented in the table (see Appendix 1).

Conclusion

Managers and teachers who work with children of the preparatory group for school underestimate the importance of children's activities, the variety of forms of their organization, which allow them to develop the most important personal qualities, communication skills and cognitive interests. The important fact is also not taken into account that the effectiveness of the educational process in groups depends on the selection and combination of different types of children's activities and forms of their organization, which together provide all directions of the child's development and create a holistic lifestyle for the older preschooler.

Failure to understand the laws of the child's holistic development during preschool childhood often leads to the fact that only educational activities are conducted in groups, and games and various types of free independent activities of the child in the circle of peers are completely excluded.

An analysis of the situation shows that in the preparation of children for school, many problems have accumulated, one way or another related to the organization, content and methodological support of the education of children aged 5-7 years.

Revealing the essence of the concept of "school readiness" and its components, we came to the conclusion that the preparation of children for school should be versatile and begin long before the actual admission of children to school. Considering the features of a child's development at the turn of the senior preschool and primary school age, we see that this is a stormy and long period. etc.By the end of preschool age, the child has a high level of cognitive development, which allows him to continue to successfully study at school. Having analyzed in our work the conditions of preschool educational institutions for the full preparation of children for schooling, we presented a methodological complex designed to improve the professional level of teachers and high-quality preparation of children for school.

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Attachment 1.

Organizational models of preparing a child for school Objectives of regulatory and methodological support for preparing children for school I. In full-time preschool educational institutions (for children from families at risk - with round-the-clock stay) 1. To develop uniform planned results of preparing children for school in order to preserve the unity of the educational space of Russia and the continuity of educational levels. 2. Revise the content of the programs in accordance with the planned results of preparing children for school. 3. Develop requirements for the subject developmental environment of preschool educational institutions to ensure high-quality preparation of children 5-7 years old for school (senior and preparatory groups for school). 4. Develop guidelines for creating effective system interaction of a preschool educational institution with the family of a child attending a preschool educational institution. 5. to develop a manual for organizing and managing the activities of a round-the-clock preschool institution in order to prepare children from families at risk for school. 6. To develop recommendations for organizing monitoring of the quality of preparation of children 5-7 years old for school at the level of an educational institution, region, municipal and district. II. Groups, functioning on the basis of short-term stay of children, as centers for preparing children in school at: * primary and secondary schools; * institutions of additional education, culture and health care; * institutions of social protection, centers of social services, museums, clubs, houses of children's creativity; * medical institutions, etc. 1. Develop a draft instructional-methodological letter of the Ministry of Education and Science of the Russian Federation on the creation of centers for preparing children for school. 2. Develop a general regulation on the center for preparing children for school. 3. Develop a draft agreement with the parents of a child attending a center for preparing children for school. 4. To develop a program for preparing children 5-7 years old for school in the conditions of a short-term preschool group and guidelines for teachers. 5. To develop requirements for the qualification characteristics of teachers who work with children 5-7 years old to prepare for school. 6. Develop requirements for the subject development environment of centers for preparing children for school. 7. Develop a set of visual aids for children and printed exercise books. 8. Develop a handbook for parents whose children attend preparatory centers. III. At home - with parents or tutors (for children from families at risk - with social workers) 1. Develop a software and methodological kit for the social-family model of preschool education, taking into account the common goals of preschool education and the possibilities of individual communication with the child. 2. Create a manual for social psychologists working with children from families at risk and their parents.

The child perceives school as another game, which may not be so attractive at all, if it does not turn over time into educational cooperation with the teacher and peers.

Therefore, by the age of 6-6.5 years, the child must learn to control his feelings and experiences, you need to acquaint him with the techniques of "self-soothing". Each child determines his own deadline for achieving the goal. The need to constantly explore the world.

At the same time, about 800 thousand young Russians do not attend preschool educational institutions for a number of reasons (insufficient provision of the population with preschool institutions, the state of health of the child, the desire of parents to raise their children at home, material difficulties of the family, etc.).

As a result of the development of variable forms of preschool education in kindergartens, schools, cultural and educational centers and centers of additional education (libraries, museums, clubs, children's art houses, etc.), groups of short-term stay to prepare children for school began to function. Preparing children for school is also carried out at home by parents or governors, and in families at risk - by social workers.

Educational work with children 5-7 years old in a short-term stay at a preschool educational institution differs from the work that is carried out in full-time groups.

On the basis of schools, cultural and educational centers and centers of additional education, preparing children for school in conditions of a short stay looks even less attractive.

In schools, classes with children are held in classrooms where furniture does not match the height of the children. In cultural and educational centers and centers for additional education, rooms are used for classes with children, which often do not meet sanitary and hygienic requirements. Children are forced to work for a long time under artificial lighting, since classes are organized in the evening hours. The requirements for changing types of activities are not met, methods and techniques of influencing children do not correspond to the specifics of preschool age. Classes with children 5-7 years old are conducted mainly by subject teachers or other specialists, who often do not have special training for working with preschool children.

The programs of the first grade of the school are used with sets of methodological support, the content of which includes highly specialized skills in counting, reading, and preparing the hand for writing.

At the same time, the results of special education indicate that 80% of children with problems in the sphere of arbitrary regulation (insufficient independent organization and elementary planning of activities, volitional efforts to achieve goals) and in the sphere of interaction with peers (inability to establish joint activities based on mutual respect and adherence to generally accepted norms and rules).

All these features of children entering short-term stay groups must be taken into account in the educational process, focusing it not so much on the intellectualization and formalization of learning skills as desired by the parents, but on solving general developmental problems, on the harmonious personal growth of the child.

In other words, every child of preschool age should receive a full-fledged preschool education, regardless of the type of institution he attends.

It is a matter of concern that educational authorities today have neither criteria nor instructions for verifying the conditions and professional qualifications of staff working with children in schools, cultural and educational centers and institutions of additional education.

As for preparing children for school at home, it presents serious difficulties. This is primarily due to the fact that individual work with a child requires special approaches to its organization. This work requires special programs, visual aids and didactic materials. Social workers, interacting with children from families at risk, are faced with issues that require special legal, psychological and pedagogical training. In this regard, they are in dire need of special literature and manuals to work with children and their parents.

Children living in rural areas are a special object of social and pedagogical support in preparation for school. Rural residents are predominantly engaged in labor, which requires large physical and time costs, so parents have little time to raise their children.

The village is dominated by socially and nationally homogeneous families. The rural environment is more static and monotonous; here the educational level of the population is lower than in cities, cultural information is scarce, there is a high level of unemployment, the collapse of agricultural enterprises, and drunkenness.

To date, the number of kindergartens in rural areas has decreased by four times, which has led to an increase in the number of children with manifestations of social and pedagogical neglect, i.e. children in need of social and educational assistance. When working with them, it is necessary to create conditions not only for preparation for school, but also for general development, prepare specialists and develop software and methodological support.

Children from disadvantaged families need special help in preparing for school. Having lost their orientation in life, the parents of such children do not enjoy the benefits provided by the state, and do not want to assign their children to preschool educational institutions or to short-term stay groups. As a result, children do not receive the necessary development for mastering the school curriculum, which further leads to difficulties in mastering a new leading type of activity - educational and to violations of interpersonal relationships. The psychological and pedagogical problems that these children have in primary school are aggravated in adolescence and give rise to new negative consequences - manifestations of deviant behavior.

Special approaches in preparing for school should also be used in working with children of immigrants from different social groups and strata of the population. Studying the Russian language at preschool age, introducing children to the traditions and culture of the Russian people without prejudice to national identity and with the participation of parents and all interested departments and public organizations are an important contribution to the economic and social development of Russia.

The purpose of the Concept of organization, content and methodological support of preparing children for school is to develop mechanisms that allow children 5-7 years old from different social groups and strata of the population of Russia to receive full preparation for school.

To achieve this goal, the following interrelated tasks are supposed to be solved:

* development and introduction of uniform planned results of preparing children for school

* design and implementation of a mandatory minimum of basic educational programs;

* development of methodological support of educational programs, taking into account the variable forms of organization of preschool education.

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Slide number 2.

Readiness for school - a set of morphophysiological and psychological characteristics of an older child preschool ageensuring a successful transition to schooling.

Preparation for school - organization of educational work of the preschool educational institution, which provides a certain level of general development preschoolers and special training of children to the assimilation of academic subjects, to fulfill a social role schoolboy and mastering a new type of activity.

Terms “ preparation"And" readiness "are linked by cause and effect relations: readiness is directly dependent and determined by quality preparation.

Kindergarten work preparing children for school begins long before their transition to preparatory group.

Slide number 3 - 5.

Psychologists and educators allocate:

General willingness to study in school

Special readiness for training in school

Slide number 6.

In the structure of psychological readiness for school it is customary to distinguish the following components (L.A. Venger, V.V. Kholmovskaya, L.L. Kolominsky, E.E. Kravtsova, O. M. Dyachenko):

1. Personal readiness.

2. Intellectual readiness.

3. Socio-psychological readiness.

4. Emotional-volitional readiness.

5. Psychomotor (functional) readiness.

Slide number 7-15.

Special readiness.

The child's acquisition of knowledge and skills that ensure the success of mastering the learning content in the first grade schools in major subjects (math, reading, writing, the world around).

You should pay attention to some other indicators of the child's development.

A) Development of speech and readiness to master the literacy.

B) Development of elementary mathematical concepts.

C) The outlook of the child.

Slide number 16 - 17.

Forms of work with children in preschool educational institutions preparing for school:

Slide number 18.

The urgency of the problem: in recent years, there has been an increased interest in the problem of child transition - preschooler from kindergarten to school and the closely related concept of readiness for schooling in a preschool educational institution.

Slide number 19.

The task of our MDOU number 1 "Alyonushka" - provide each child with that level of development that allows him to be successful in learning in school.

Kindergarten and school... With the interaction of these two institutions, a wonderful union can be formed, and the child will feel comfortable.

Slide number 20 - 42.

The main tasks of cooperation between preschool educational institutions and secondary schools.

Forms of successive ties.

The child's readiness for learning in school.

Slide number 43.

Criteria the child's readiness for school:

1) motivation to study;

2) the development of arbitrariness;

3) the formation of visual-effective and visual-figurative thinking;

4) the development of spatial representations;

5) the development of cognitive processes;

6) the ability to fantasize;

7) the manifestation of independence.

Slide number 44.

The educator must:

1. Set a goal for the child that he would not only understand, but also accept it, making it his own. Then the child will have a desire to achieve it.

3. To teach the child not to give in to difficulties, but to overcome them.

4. To cultivate the desire to achieve the result of their activities in drawing, puzzle games, etc.

Slide number 45 - 51.

School maturity.

1) motivational readiness - a positive attitude towards school and desire to learn;

2) mental or cognitive readiness - a sufficient level of development of thinking, memory and other cognitive processes, the presence of a certain stock of knowledge and skills;

3) volitional readiness - a sufficiently high level of development of voluntary behavior;

4) communicative readiness - the ability to establish relationships with peers, readiness for joint activities and attitude towards an adult as a teacher ”.

Slide number 52.

Graduate model.

1. Physically developed, having mastered the basic cultural and hygienic skills. The child has reached the highest possible level of harmonious physical development (taking into account individual data)... He has formed the basic physical qualities and the need for physical activity. He independently performs hygienic procedures that are accessible to age, observes the elementary rules of a healthy lifestyle.

2. Inquisitive, active. Interested in new, unknown in the world around (the world of objects and things, the world of relationships and your inner world)... Asks questions to an adult, likes to experiment. Able to act independently (in everyday life, in various types of children's activities)... In cases of difficulty, he turns to an adult for help. Takes a lively, interested participation in the educational process.

3. Emotionally responsive. Reacts to the emotions of loved ones and friends. Empathizes with the characters of fairy tales, stories, stories. Reacts emotionally to works of art, musical and artistic works, the natural world.

4. Having mastered the means of communication and methods of interaction with adults and peers.

The child uses verbal and non-verbal means communication, owns dialogical speech and constructive ways of interacting with children and adults (negotiates, exchanges objects, distributes actions in cooperation). Able to change the style of communication with an adult or peer, depending on the situation.

5. Able to manage his behavior and plan his actions on the basis of primary values, observing the elementary generally accepted norms and rules of behavior. The behavior of the child is mainly determined not by momentary desires and needs, but by the requirements of adults and primary value ideas about how "What is good and what is bad" (for example, you cannot fight, you cannot offend the little ones, it is not good to sneak, you need to share, you need to respect adults, etc.). The child is able to plan his actions aimed at achieving a specific goal. Observes the rules of conduct on the street ( road rules, in public places (transport, shop, clinic, theater, etc.).

6. Able to solve intellectual and personal tasks (age-appropriate problems.

The child can apply independently acquired knowledge and methods of activity to solve new problems (problems posed by both adults and himself; depending on the situation, he can transform the methods of solving problems (problems)... The child is able to propose his own idea and translate it into a drawing, building, story, etc.

7. Having primary ideas about himself, family, society (nearest society, state (country, world and nature).

The child has an idea:

About yourself, your own belonging and the belonging of other people to a particular gender;

On the composition of the family, family relationships and relationships, the distribution of family responsibilities, family traditions;

About society (the nearest society, its cultural values \u200b\u200band its place in it;

About the state (including its symbols, "Small" and "large" Motherland, its nature) and belonging to it;

About the world (planet Earth, variety of countries and states, population, nature of the planet).

8. Having mastered the universal prerequisites of educational activity.

That is, the ability to work according to the rule and according to the model, listen to an adult and follow his instructions.

9. Having mastered the necessary skills and abilities. The child has developed skills and abilities (speech, visual, musical, constructive, etc.., necessary for the implementation of various types of children's activities.

Video clips of GCD with children of the elder preschool age.

1. "Fairy Book" (lesson on cognitive and social - communicative development).

Educator of the highest qualification category Leontyeva T.V.

goal: Raising the level of legal culture and generalization of knowledge among children about civil rights.

2. "The journey of Kapitoshka : the water cycle in nature " (integrated lesson on cognitive development)... Educator of the highest qualification category Shchekotkina E.V.

goal: Improve performances children about water conditions, to acquaint with the water cycle in nature, to develop cognitive activity children.

Slide number 54. Conclusions.