Elena Polushkina
Features of the organization of the process of preparing for school in kindergarten

What tasks does the process of preparing a child for school?

Preparing for school in kindergarten is content-rich, individually oriented process, which solves the problems of becoming older preschoolers main components school readiness. The process of preparing for school consists not in maximizing the development of the child, not in speeding up the timing and pace of transferring him to "rails" school age, but above all in creating for everyone preschooler conditions for the most complete disclosure of his age-related capabilities and abilities. Preparation for school provides the necessary level of development and the prospect of further successful advancement of the child in education.

It is unacceptable to limit preparation for school only by the intellectual side, by increasing the knowledge of children, preparation to future academic subjects, as is often still observed in practice. Knowledge is not so much an end in itself, but one of the means of the overall development of the child and the formation of his attitude to the world. If a child has a lot of knowledge, but at the same time does not know how to communicate and cooperate with peers and adults, do not able independently solve practical issues accessible to age, does not show emotional responsiveness to others, serious personal problems can await him in school.

AT kindergarten preparation for school carried out throughout preschool childhood and ends in senior preschool age. special role in this is played by senior and especially the preparatory group, wherein school preparation process expands most fully.

Preparation for school is part of the overall goal of educating the whole personality of the child in preschool childhood. It is aimed at stimulating cognitive activity, communication skills, the formation child independence, initiative, imagination and creativity, strengthening physical and mental health, as well as developing the desire for school

The process of preparing for school meets general requirements organizations modern educational process in preschool, but at the same time requires special accents in the selection of content, pedagogical methods, means, conditions of activity in order to realize readiness for school in full.

Educational process in groups of children before school age is focused on the prospect of future education in school. In this regard, the tasks of development in older preschoolers interest in school; enrichment of ideas about school and student life, educating children's desire for a new social role and position schoolboy.

The necessity of setting and solving these problems is determined by the logic of personal development. Psychological data show that personality organization a person is shaped like way to master the future. The mood of consciousness, feelings, imagination of the individual for the course of future actions and relationships.

Therefore, it is necessary to form with the elders preschooler school image as an image of the desired future, thereby enriching children's ideas and remove the uncertainty and alertness present in some children about the upcoming education in school.

Formation of a positive image of the near future in the elder preschooler must be understood by adults (teachers and parents) as the special task of preparing for school, which requires certain means and methods and is solved in a complex way in the unity of the development of motivational, cognitive, emotional and behavioral aspects of the personality of the future schoolboy.

For this in kindergarten excursions are used school meeting with the teacher and schoolchildren, songs about school, musical, literary works, games on school theme, teacher's stories about school years, joint with schoolchildren holidays, meetings with the teacher, etc. It is advisable to allocate a learning area in the group where school supplies, attributes for games in school hang up workbooks, school board, etc..

The main thing is that in the development of children's interest in the school had no formalism, to school perspective, entering the content of the educational process, was associated primarily with the exciting activities of children, with their experience of a sense of their growing up, increasing independence, with the development of self-confidence, the desire for schooling.

The transition to older age is associated with a change in status preschoolers in kindergarten. In the common family of pupils children's garden they become the oldest. The educator helps children to realize and emotionally feel their new position, involve children in new collective activities that are important for their personal development, and expand the scope of social behavior. Elder preschoolers participate in the design kindergarten for the holidays, become teacher assistants in the group, show concern for young children.

The task of the educator is to provide conditions for the development of older preschoolers broad independence, interest in knowledge and creativity, humane feelings, value orientations, striving for school to a new social role of the student.

The essence of an adequately constructed school preparation process consists in creating conditions in which the child in a variety of activities accumulates, expands, comprehends personal subjective experience, saturated with means and ways active engagement with the world. Elder preschoolers learn different waysindependent knowledge: observation and introspection, sensory examination of objects, logical operations (comparison, analysis, synthesis, classification, simple measurements, experimentation with natural and man-made objects. Future pupils in a practical way, they master the means of independent expression of an emotionally valuable attitude to the world and establishing contacts with people (speech, non-verbal means of expressing social emotions, moral and aesthetic norms of a culture of communication and relationships, skills of interaction and cooperation). In different activities, children learn the appropriate skills: cognitive, labor, visual, communicative, game, constructive. All this replenishes the subjective experience of children and the possibility of creative self-expression.

specialattention is paid to the development of universal skills by children: accept the goal of the activity, plan elementarily, select the necessary materials in accordance with the goal, get the result and express your attitude to it. In various activities, conditions are created for the development of children capabilities to realize his intention, to find means for its realization and ways, then compare the result with the original idea, carry out elementary self-control. At the same time, the teacher teaches children to use visual aids, helping to move steadily towards the goal: reference diagrams, models, operational maps.

The development of a subjective position, namely child independence, initiatives, creativity in the elders preschoolers is decided by the educator widely, in all forms of educational process. This is achieved through the integration of educational content, the relationship and complementarity of different types of children's activities, their common focus on the development of cognitive activity, independence, communication, social feelings and the desire for a future position schoolboy.

At the same time, it should be emphasized that children often experience uncertainty in the implementation of their plans, they need support from adults. The child must be sure that they will understand him and help him with any outcome of his attempts to solve the problem that has arisen before him. To create a situation of success in independent activity for each child is the most important task. preparation for school.

What are the conditions preparing a child for school?

The condition for the formation of readiness for school the developing pedagogical interaction of the educator with the children.

The unit of developing pedagogical interaction in preparation for school there is a problematic educational situation, which is resolved by the child in variable cooperation with the educator. At the same time, the position of the educator is dynamically changing from active assistance and partnership to the role of an adviser and an interested observer, which opens up scope for children's initiative and creativity.

Event scenario of children's life before school age in kindergarten is built as a system for solving various, gradually becoming more complex, corresponding to current childish needs and interests of problematic situations and tasks that encourage seniors preschoolers to the manifestation of independence, cognitive and communicative activity, creative self-expression. The educator creates creative situations in gaming, cognitive, theatrical, artistic and visual activities, in communication with peers, in manual labor. Supports children's creative initiatives, an atmosphere of cooperation in collective creative activities based on interests.

Educational situations are constructed by the educator as situations of accumulation and application of practical and gaming experience, cooperation and interaction, cognition and experimentation, individual and joint creative problem solving with peers. Many educational and upbringing tasks are solved within the framework of joint children's projects that unite children by solving a common, exciting task: organization of a theater studio, edition of a children's illustrated book "Favorite Tales", holiday preparation"Our Pets" etc.

AT the process of interaction with preschoolers the educator encourages them to independently search for answers to emerging questions, aims at experimentation, reasoning, hypotheses, asks questions, engages in collective discussion. Various forms of communication with children are used: cognitive, business, arbitrarily-contextual, out of situational-personal, while taking into account the level of communication skills and communicative culture of each child.

The upbringing of benevolent and friendly relations between children continues. Under the guidance of the educator, these relationships become more stable, selective relationships are formed based on the mutual sympathy of children and common interests. It is important that every child feels accepted children's society. This gives him the feeling of confidence and security necessary for full-fledged personal development. The educator needs to know well how the system of interpersonal relations develops in the group, and in a timely manner to provide assistance in overcoming the difficulties of communication between children and peers.

By his behavior, the educator always shows the children an example of a kind, caring attitude towards people, towards all living things. It draws the attention of children to the external signs of expressing the emotional and physical state of people, teaches "read emotions" actively show empathy and willingness to help. The scope of children's application of the rules of the culture of behavior and communication is expanding: behavior on the street, in public places, in transport, the rules of safe behavior, communication with strangers, etc. All this is a necessary part of the child's social readiness for school.

AT preparation for school the educator constantly relies on the growing independence and achievements of the children. This is expressed in setting new, more complex tasks for children; in increasing requirements for organization and purposefulness of the behavior and activities of children; in the development of skills of self-control and self-assessment of results; in the gradual formation of children's will, a sense of personal responsibility for actions and deeds. In pedagogical process of children's garden, it is necessary to provide conditions for a different pace of progress, taking into account the capabilities of children, thereby maintaining the natural course child development.

Subject special attention of the educator are the protection and strengthening of the physical and mental health of future schoolchildren, development of motor activity and activity, education of a hygienic culture, familiarization with the values ​​of a healthy lifestyle.

Between 6 and 7 years there is an active development of the musculoskeletal system, motor qualities are improved. But organism the child is sensitive to deforming influences. It is necessary to constantly monitor the posture and posture of children, the use of general developmental physical exercises that strengthen the muscular system, as well as special measures to prevent the development of flat feet and functional posture deviations.

Game activity retains its developmental and educational value in preparing older preschoolers for school. Social skills and abilities, communication, friendships, mutual understanding continue to crystallize in various plot and creative games. Fantasy and imagination of the child especially are convexly revealed in role-playing and directorial play, which by the end preschool period is characterized by the presence of an original idea, the flexibility of deploying the storyline in accordance with the conditions and circumstances.

In games with rules in the future schoolchildren Valuable mechanisms are formed, the rule of consistent behavior, the prerequisites for educational activity. A game organically is intertwined by the teacher in directly educational activity. Senior training preschoolers is built as a fascinating problem-cognitive activity. The child masters the universal prerequisites for learning activities: the ability to work according to the rule and according to the model, listen to an adult and follow his instructions. At the same time, the game base is preserved. Selection of various educational games - conducive to the development of memory, attention, speech, ways of thinking, communication skills - serves the formation of all types of readiness for school(intellectual, speech, social, volitional, etc.).

Special readiness for school- the development of mathematical concepts, the native language, teaching the basics of literacy - is included in the general content of the educational process. For this purpose, game forms of learning, workbooks, logical blocks, subject and graphic models are used. You also need printed letters, letter stencils, cut out of sandpaper and glued on cardboard letters (for examination with fingers, cubes with syllables, pictures signed in block letters, board-printed games with letters, numbers, notebooks, pens, etc. The children themselves compose from letters their names, stick them on lockers with clothes, on their drawings. preparatory group can be attached to interior items "labels",block letters: "table", "chair", "painting", "frame" etc. This helps in mastering reading.

special attention is paid to the development of small muscles of the hand, which prepares child to learn writing. To this end, the teacher conducts finger gymnastics, graphic exercises: hatching and painting contour images, tracing stencils, drawing and copying patterns and ornaments, needlework, silhouette cutting with scissors, etc. These exercises are included in classes, and also become part of children's games "in school» .

The subject-educational environment in senior groups is designed taking into account the tasks of activating various types of activities, development children's cooperation and friendly relations, creativity and search activity. In the selection of materials, the interests of both boys and girls are taken into account. In the subject environment, materials are mandatory, activating the cognitive activity of children: educational games, puzzles, crossword puzzles, technical toys and devices, constructors, models. Large selection of subjects for the development of research activity and experimentation: magnets, magnifiers, scales, beakers, filters, microscopes, flashlights, etc. Children's encyclopedias, illustrated albums, prospectuses enrich ideas about the world and broaden the general outlook necessary for the future schoolboy. A well-illustrated book becomes a source of new interest preschoolers. The educator initiates and supports the discussion of problems of interest to children, involves them in joint projects and mini-research.

The process of forming a school readiness involves the systematic monitoring of the progress of children's development in the educational process. Pedagogical diagnostics is a necessary tool for a modern competent educator. Intermediate pedagogical diagnostics allows you to take into account problems in the development of the main components of readiness for school and implement an effective individual approach to the child.

The condition for effective preparing children for school is the interaction kindergarten and family. Their interaction is determined by a common understanding of the essence of readiness for school, content, forms

and methods preparation for schooling in kindergarten and family. Interaction between educators and parents, their mutual trust

and cooperation provide coordinated support preparing a child for school taking into account its individuality and pace of development.

Generally the process of preparing for school is based on"opening perspective", which is gradually personally accepted by the child, emotionally and practically experienced by him as a feeling of growing independence and confidence in the successful solution of future tasks.

What changes take place in the child the process of preparing for school?

As a result preparation for school In the development of the child, the following important changes occur.

The proportions of the body change, the limbs are elongated, the ratio of body length and head circumference approaches the parameters school age. Raising the right hand up, through the head, the child can block the left auricle with the right hand (Filipino test). Milk teeth are being replaced by permanent ones. Increased intellectual and physical child's performance. These positive changes are markers of the biological maturity of the child, necessary to start schooling.

Talking about the physical development of the future schoolboy, it should be noted success in the development of movements. The child has formed the basic physical qualities and the need for motor activity. He independently performs age-appropriate hygienic procedures, observes the elementary rules of a healthy lifestyle. AT process various and specially selected exercises develop the hand, small muscles of the fingers, which serves as a guarantee of mastering the letter.

The intellectual preconditions for the beginning of a systematic schooling. This is manifested in the increased possibilities of mental activity. The child is well oriented in the world around him. He quite confidently distinguishes objects of animate and inanimate nature, the objective and social world. He is aware of a number of clearly expressed connections: temporal, spatial, functional, causal.

Over the years preschool childhood The child has acquired a number of cognitive skills. These are the skills of differentiated perception and purposeful observation, the use of sensory standards to assess the properties and qualities of objects, their grouping and classification. Senior preschooler learned to compare objects, highlight the main

and secondary signs, answer a wide variety of questions, reason, as well as independently formulate questions, use simple visual models, diagrams when solving problems.

Urebenka increased cognitive activity, interest in the world, the desire to learn new things. He acquired a valuable skill - to accept from an adult or put forward a simple cognitive task on his own, use the teacher's recommendations to solve it, or solve it independently on the basis of known to him ways(comparison, analysis, measurement, etc., it is clear to express the result of knowledge in speech. The main thing is that the child has mastered the ability to purposefully carry out elementary intellectual and practical activities, to accept tasks

and, as a rule, to achieve an adequate result, he learned to follow the course of the educator's reasoning. Without these skills school learning is complicated by many difficulties and mental overload.

The child shows interest in creativity, his imagination is developed, the desire for independence is expressed and the necessary skills and abilities are formed for this. He gained experience of successful independent activity, and this gave him self-confidence, strengthened his desire for new achievements. He able act independently (in everyday life, in various forms children's activities). When in trouble, seek help from an adult. The child is aimed at achieving positive results in a new social role - the student.

The prerequisites for the child's entry into a wider society have developed. He learned to communicate with adults and peers, learned the basics of a culture of behavior and communication, friendly relationships. The child uses different forms of communication. His speech skills are varied. He knows how to listen and understand the speech of the interlocutor, to express his thoughts clearly and understandably for the listener, to construct sentences correctly, to compose a coherent story. His vocabulary is diverse, speech is intelligible and expressive. This is important for school learning achievement.

The child is happy to participate in collective activities, able accept a common goal and conditions, tries to act in concert, shows a keen interest in the overall result. Volitional manifestations are observed in his behavior and relationships.: he seeks to restrain himself, if necessary, to show patience, perseverance. These elements of arbitrariness are very valuable for the upcoming learning activities. But preschooler they are just taking shape, and it is still premature to approach the child's voluntary control of his activity with high demands.

In the behavior and attitude to the environment, the child manifests socially valuable traits. He is benevolent, expresses sympathy, responsiveness, desire to help, shows respect for elders, treats animals and plants with care. His feelings acquire a socially moral coloring, become more stable.

The self-awareness of the child develops, his ideas about himself, a positive image is formed "I". He sincerely aspires to his immediate future. He wants to become schoolboy, get a new social status.

All these achievements in the development of the child are on the verge of schools indicate the successful formation of readiness for the beginning schooling.

Child in the "kindergarten - school" system

The education system in the Russian Federation is a set of successive educational programs and state educational standards, a network of educational institutions, and a system of governing bodies.

Given the continuous nature of education, it is important to prepare the child for school, for the transition to a new “social situation of development” (L.S. Vygotsky), for the difficulties that await the child, in the form of a personality neoplasm of the “crisis of 7 years”.

The purpose of the "kindergarten - school" system is to ensure the further harmonious development of the child's personality in the status of a schoolchild.

The result of preparation is the readiness of the child for school - as an internal position aimed at mastering the achievements inherent in schoolchildren. Various specialists in theory and practice use certain terminology.

So psychologists operate with the term "psychological readiness", including here intellectual, social, motivational, moral-volitional, personal ("internal position of the student"), as well as a sufficient level of development of hand-eye coordination.

Doctors, hygienists, neuropsychologists consider "school maturity" as the level of morphological and functional systems, the development of the eye, the hand, which is important when teaching writing. The age of six is ​​an important turning point in the morphological and functional development of the brain, characterized by a complex restructuring of brain activity, manifestations of an electrophysiological phenomenon in the brain - the so-called "waiting wave".

The data show that a sufficiently high level of "school maturity" reflects a kind of readiness of brain structures for complex activities necessary for effective learning, assimilation of new knowledge, mastery of learning skills and abilities.

Educators use the term “school readiness” to link a child’s developmental level to the preparation process. Two concepts are introduced - general and special readiness.

General readiness is understood as comprehensive: mental, physical, moral, labor, aesthetic. Special readiness includes the development of speech, preparation for literacy, the formation of the principles of mathematics, preparation for writing, the formation of ideas about the environment.

Thus, a child's readiness for schooling is a multifaceted phenomenon and is determined by a number of biological, social, psychological and pedagogical reasons.

Pedagogical conditions for preparing children for school

The humanization of the pedagogical process covers all its links, including the education of preschool children. Preschool age is characterized as a period of the formation of a child as a subject of cognition and activity (A.N. Leontiev, D.B. Elkonin, S.L. Rubinshtein, A.V. Zaporozhets, etc.). If the game is an activity within which children learn morality, motives, norms of relations between people, then educational activity contributes to the assimilation of socially developed ways of acting with objects and standards. On this basis, the intellectual and cognitive forces of the child are formed.

Developing the educational and cognitive activity of the child, the teacher must remember that the child begins to learn the world not from its theoretical consideration, but from practical actions. A.V. Zaporozhets established that orienting actions play a central role in mental development. The teacher creates conditions in the preschool educational institution that specifically “build” the indicative part of the activity.

Knowledge of the psychological foundations of the organization of educational and cognitive activity allows the teacher to professionally organize the learning process. In preschool pedagogy, the formation of orienting actions (perception) is considered in sensory education, the development of higher forms of mental development - in mental (thinking, imagination, memory, etc.). Thus, the subject of sensory education is perception, and the subject of mental education is the higher mental forms of the psyche. Sensory education is part of the mental, its basis.

In the alternative programs of the new generation (“Rainbow”, “Development”, “Childhood”, “Origins”), the methodological foundations of the cognitive development of children are based on modern psychological principles. Thus, the program "Rainbow" emphasizes the importance of forming a child's image of the world - as a complex, holistic, not frozen system of knowledge. The image of the world includes the knowledge of the child about himself, about other people, about his activities, about the world in general. The image of the world, according to T.I. Grizik is born, developed and formed thanks to the cognitive sphere of the child.

The process of cognition by a child is determined by his cognitive interests, needs, abilities. A preschooler is interested in both the world of objects and objects, and the world of events and phenomena. A person, as a "carrier" of ideas and norms of morality, interests a child from various positions: what he does, what he says, how he relates to someone or something. In a preschool educational institution, it is important to correctly determine the pedagogical position of an adult in order not to extinguish cognitive activity, interests, develop the mental abilities of children, an active-positive, interested attitude towards the world. The main task of the teacher is to develop sustainable intellectual activity of children.

In the article by T.I. Grizik "The program "Rainbow": methodological foundations of the cognitive development of children" the cognitive sphere is considered as a complex formation, in which three components can be distinguished - mental (cognitive) processes; information; relation to information.

Pedagogical conditions that ensure the preparation of children for school are called the gradual filling of the subject-developing environment; widespread use of game exercises for the development of mental processes (such as "Find by description", "Compose by description", etc.), didactic games, excursions, stories of the educator; the use of cognitive fairy tales, realistic stories from the experience of the educator, the introduction of fairy-tale characters (gnomes, foresters, etc.), "humanized" real objects, objects, phenomena of our world, visual experimentation - all this gives cognitive activity a learning character, allows you to form various types of motivation (playing, personal, social, cognitive, etc.), to "live" for children the content of certain activities.

In general, pedagogical conditions allow children to develop a cognitive, aesthetically careful, emotional, transformative attitude to the world. In the subject-developing environment (“Library of smart books”, production of collections, materials for speech games), conditions are created for an active, interested attitude to objects of animate and inanimate nature, to the phenomena of social life. Artistic and productive work organized by the educator (making individual durable toys, crafts from paper, waste material, making postcards, invitation cards, etc.) helps to consolidate various ways of doing them, forms elements of motivation for cooperation with adults, emotional and sensory experience of perception peace.

Mental development is provided only by systematic and purposeful training, which is developing in nature. Education is the process of interaction between a teacher and children, aimed at assimilating cognitive information of various levels, forming their mental abilities, developing a positive attitude towards the winding process. Developing education focuses on the potential of the child and their implementation. The child is considered as an object of learning, having a certain level of personal (empirical) experience, desire, interest, need.

The main form of education is classes - as a regulated activity aimed at solving the problems of the mental development of children.

The main feature of the lesson is the presence of didactic principles; components of educational activity; mandatory (regulated) character; mutual learning, etc.

The tasks and content of teaching children up to seven years of age are reflected in educational programs. Teaching methods are aimed at the implementation of three areas of cognitive activity of children. The choice of methods is determined by the age of the children, the zone of their proximal mental development, the content, and the level of preparation of each child. In this regard, the task of differentiation and individualization in preschool education has been set. Forms of organization of education (frontal, group, individual) depend on the type of association of children, the position of the teacher.

Modern principles of constructing classes are disclosed in the works of T.A. Kulikova, N.F. Vinogradova, R.S. Bure, S.A. Kozlova, L.M. Klarina and others. The authors name such didactic principles that have the character of mandatory, necessary requirements:

* the principle "through - oneself - understanding";

* the principle of start priority (each child has his own zone of proximal development, start from the level that children have);

* the principle of development of associative links;

* the principle of fixing success at all stages of the lesson;

* the principle of parallelism, i.e. accompaniment.

* the principle of synthesis, intellect, affect and action;

* phasing and taking into account age characteristics;

* Continuity and continuity of education in kindergarten, at home and at school.

An appropriate educational environment must be created to implement the indicated principles. Under the educational environment of L.M. Klarina understands the totality of relations between the participants in the educational process, didactic and subject-material conditions necessary for its adequate flow.

To organize such an educational process, the relationship between the subjects of the educational process should be a child-adult community, which is characterized by partnerships, where the interests, inclinations, characteristics of each, his desires, rights and obligations are taken into account.

In the works of modern researchers, a cognitive (Cognitive) model of the development of a preschooler is revealed (T.A. Kulikova, L.M. Klarina, N.Ya. Mikhailenko). The attention of teachers is directed to the creation of conditions conducive to the mastery of the means and means by children. ways of knowing and describing the surrounding reality. The basic means of cognition and description are called sensory standards, standards of various measures, moral and ethical standards, models, speech, "language of feelings". In accordance with this, the methods of cognition include - observation, examination of objects, comparison, comparison, classification and variation, syllogisms (inference), examination and modeling.

The cognitive development of a preschool child implies the development of intellectual emotions that arise in the course of cognition and contribute to its flow (emotions of surprise, interest, joy of discovery, success, reflection, doubt, confidence, conjecture). The development of children's competence by introducing children to different spheres of reality should lie in the sphere of the child's subjective experience, be interesting for a preschooler. The content of knowledge includes four areas ("Nature", "Man-made world", "Others", "I myself").

In modern studies, integration is proclaimed as the main principle of organizing cognitive activity (L.M. Klarina, G.M. Kiseleva, Yu.B. Ryumina, etc.).

The essence of integration in the relationship of fundamental and applied goals of cognitive development; a combination of personal (everyday) and theoretical experience (as the appropriation of socio-cultural heritage); designing educational topics that are the core for creating a child-adult community; considering various aspects of each of the four spheres of reality (science,

Methodological approaches to the organization of cognitive-speech activity, the development of the intellect of children are closely associated with the formation of cognitive interest, motivation and the need for cognitive-intellectual activity.

The technology of organizing cognitive-speech activity is aimed at engaging cognitive-practical and emotional-value areas. The technology is based on a triad: cognition - transformation - communication. The task of teachers is to develop in the child the position of the subject of activity, activity, independence, initiative and creativity. The mechanism of personality-oriented interaction involves the centering of learning on the child, stimulating and increasing the subjectivity of the child, differentiation and individualization, flexibility and dosage of individual and group learning, organization of pedagogical support, dialogization of learning.

The author's approach to the organization of cognitive activity of children of senior preschool age is offered by N.A. Korotkov. The author opposes the "functional" approach to cognitive and intellectual activity, when through the use of partial programs in a child, a child develops individual cognitive functions (memory, attention, logical thinking). According to the researcher, the formation of a child as a subject of cognition proceeds better in partnership between an adult and children. It is advisable to conduct cognitive cycle classes once a week.

The importance of search, research activities is noted in the study by E. Evdokimova. The use of design technology as one of the forms of search activity allows, according to the author, to effectively solve the problems of developing creative abilities. Search activity is an active behavior (development of thought, fantasy, creativity) in conditions of uncertainty. A creative project, the essence of which is the freedom of its participants in expressing their subjective opinion, in choosing both the retention of activity and the means of solving the problem. The projective activity of a preschooler develops in stages (imitative-performing - developing - creative levels) with the direct participation and support of an adult. The task of the teacher is to form the need for self-development, personal qualities that allow you to feel like a member of the community.

So, the cognitive development of a child involves the assimilation of means and methods of cognition, the involvement of all three forms of thinking of a preschooler (the essence of the self-development of a child's thinking is the mutual transition of clear and obscure knowledge of the child.

In all classes, teachers contribute to children's mastery of the prerequisites for learning activities. In the book "Teaching in Kindergarten" L.P. Usova covers in detail this activity, its structure, features. It must be remembered that educational activity is not the leading one at preschool age, it changes dynamically and meaningfully from age to age. Its purpose is to solve the problems of formation of educational and cognitive activity. However, in alternative programs ("Development", "Origins", "Rainbow", etc.), attention is drawn to the development of mental abilities as the main content of educational and cognitive activity. A.P. Usova names three components of learning activity: acceptance and understanding of the learning task; the ability to act in a didactically given direction; self-control and self-examination.

Pedagogical conditions for the formation of the prerequisites for educational activities at school for children will be:

The use of various types of motivation (game, practical, cognitive, educational, personal, comparative, etc.);

The use of game trainings for the development of arbitrariness of behavior, games and studies for psychomuscular training and for teaching children self-relaxation techniques;

Expansion of the types of assessment of the results of children's activities (teacher assessment, assessment for children, self-assessment, game form of assessment, mutual assessment, etc.);

Introduction of diverse teaching methods (problem issues, modeling, experimentation, etc.);

The use of various means of mental development and learning (organization of the active activity of the child, educational games, design, visual, theatrical activities, practical activities, training, etc., modern technical means); - the presence of a certain position of the teacher.

The position of the teacher is aimed both at stimulating the cognitive activity of children and at supporting the child's own activity.

In the works of N.N. Poddiakova. S.L. Novoselova, children's own activity is considered as a condition for the manifestation of children's experimentation.

Conditions should be created for children in which they would have the opportunity to experiment extensively with newly acquired material. It is important that the child experiment with the learning material before learning or at the very beginning of the learning process.

Thus, educational and cognitive activity has its own structure, features, is a means of educating the personal qualities of a person (activity, independence, responsibility). Psychological and pedagogical conditions are aimed at establishing the relationship, both the mechanism for the formation of the activity itself, and the personality of the child.

harmonic pedagogical preschool school

Sections: Working with preschoolers

Introduction.

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

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

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

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

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

Main part.

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

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

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

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

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

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

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

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

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

It should be noted that schooling and learning activities are far from unambiguous concepts. With the modern organization of school life, learning activities, as V.V. Davydov and D.B. Elkonin point out, do not develop for all students, and mastery of educational activities often occurs outside the framework of school education. Traditional forms of schooling have been repeatedly criticized by many Soviet psychologists. Therefore, the problem of psychological readiness for schooling should be understood as the presence of prerequisites and sources of educational activity in preschool age. Accounting for the named provision is a distinctive feature of the third selected approach. Its essence lies in the fact that in the works belonging to this direction, the genesis of individual components of educational activity is investigated and the ways of their formation in specially organized training sessions are revealed.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Joint activities of kindergarten and school in work.

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

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

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

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

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

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

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

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

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

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

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

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

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

These types of work are focused on ensuring the natural transition of a preschooler from kindergarten to school, pedagogical support for a new social situation, assistance in socialization, assistance to the family in cooperation with the child, when the child enters school.

The kindergarten teacher and the school teacher introduce each other to the specifics of planning educational work in kindergarten and thematic lesson plans at school. This determines the necessary level of development that the child must reach by the end of preschool age, the amount of knowledge and skills that he needs to master reading, writing and mathematical knowledge.

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

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

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

So, making a conclusion on all of the above, we can say that the school and the kindergarten are two adjacent links in the education system, and their task is to provide high-quality psychological and pedagogical support, which allows not only to overcome the difficulties that a child has, but also to ensure their prevention. . Here, it is important to organize timely assistance from medical workers and a children's clinic, corrective and psychological assistance to a kindergarten and school, mobilize efforts and, of course, understanding and cooperation with parents, with the child's family, which is a direct link in working with children. The multifaceted nature of the problem of continuity between kindergarten and school requires a constructive dialogue of all interested social and administrative groups and structures.

Program:

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

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

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

Line of business:

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

Criteria for evaluation:

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

Expected results:

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

Logistics and staffing:

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

Grid plan:

№	Event	Month	Responsible
1.	Diagnosis of the initial level of development of preschool children and younger schoolchildren.	September	Teachers-psychologists of kindergarten and school.
2.	Discussion of the succession work plan.	October	School and kindergarten administration, teachers and educators.
3.	Methodological meetings of primary school teachers and kindergarten teachers.	november	Teachers and educators.
4.	Open classes for parents; New Year's fairy tale at school.	December	Teachers, educators and parents, teacher-organizer, preschool children and Jr. pupils
5.	Open day in kindergarten and school.	January–April	Parents are educators.
6.	Consultations-workshops for parents of future first-graders.	February–May	Parents, teachers, educational psychologists.
7.	Excursions of preschool children to school, and younger students spend a holiday in the kindergarten "March 8".	March	Teachers, educators, teacher-organizer.
8.	Participation of children in graduation matinees in kindergarten and school.	April May	Children, teacher-organizer, teachers and educators.
9.	Parent meeting “How ready are our graduates for school”; diagnostics ml. schoolchildren “How do you like school”, analysis of the past academic year.	May	Parents, educational psychologists, school and kindergarten administration.
	Meetings of methodical association; diagnostics of children's readiness for schooling, school of the future first-grader, work analysis.	During a year	School and kindergarten administration, educational psychologists, teachers and educators.

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

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

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

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

Conclusion.

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

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

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

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

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

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

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

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

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

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Marina Trofimova
Conditions for the successful preparation of the child for schooling

Speech by a social educator at a general kindergarten meeting dedicated to preparing children for school.

Topic " Conditions for the successful preparation of the child for schooling»

social teacher

M. A. Trofimova

School it is a new educational social institution in the life of everyone child. School is a place where the independent and almost adult life of our children begins. For children, this is a significant change in their usual way of life, which brings serious stress. Parental experiences are understandable - from a good start school careers depend on all subsequent successes.

All parents deal with the same issues. In which school is better to send the child? At what age - from six years old or from seven? Or maybe it's better in general closer to eight? how prepare the child for school? What additional classes, sections, circles to give for a comprehensive preparing a child for school? These questions arise about a year before admission child to school.

Most parents think that child ready for school. Someone relies on the erudition, ingenuity, logic of the baby. Others are calm because managed to teach the child read in syllables and write a little. Still others rely on the independence and sociability of their son or daughter. Fourth - on education and obedience.

But development is not everything. It is very important to be able to fit school requirements, work in a group, communicate with other children.

After five years, children begin to develop important for the future learning needs, this is a period of intensive formation of personality in all areas. It is at this time that completely new, individual qualities appear - the desire to engage in serious activities, communicate with peers and strive for success. And also to be good in the eyes of the teacher and parents, that is, to assert oneself in relationships with others.

Most teachers believe that every graduate of a preschool educational institution should read well, retell, count and be able to solve simple problems. In this regard, each parent, fearing that their child will not meet the expectations of teachers and will be the "worst" in the class, strives to teach his baby around to meet the requirements.

However, according to GEF preschool education, which entered into force on January 1, 2014, graduate preschool institutions upon admission to school should not only be able to read / count / write, but rather have a certain set of qualities, among which are:

self-confidence;

curiosity;

ability to volitional efforts;

independence;

initiative;

readiness to take responsibility for one's actions;

goodwill;

respect for family and society.

That is, the main task of the kindergarten is not to give to kid a certain amount of knowledge (this task is entrusted to school, but in teaching them to extract this knowledge on their own, to observe, compare, establish cause-and-effect relationships, etc. In other words, the program preparation of preschoolers in kindergarten is aimed primarily at the emotional, communicative, physical and mental development of children, as well as at training future first graders to harsh everyday life school life.

Therefore, a big role in successful learning psychological readiness plays, it consists of intellectual-personal and emotional-volitional. Psychological immaturity child may cause problems in learning.

Socio-psychological, or personal readiness - the ability to adapt to a new social role, which implies new rules of behavior and a different status in society.

Given this, parents of future first graders need to consider a number of factors. Sometimes mothers and fathers think that their task is to collect child to school, and they are obliged to teach and educate him in kindergarten, school. Thus, they shift their own family responsibilities to educational institutions. But according to the Convention on the Rights child The main responsibility for the upbringing of children rests with the parents, so any parent, even the busiest, is able to independently instill in his son or daughter all the necessary skills. From all that has been said, we can conclude that only together, all together, it is possible to overcome all the difficulties in the upbringing and education of children. With child you need to talk on different topics, discuss films, cartoons, fairy tales, learn to have your own opinion and express it tactfully.

Psychologists believe that preparing a child for school is difficult, but you can. The main thing is to create a positive image schools and teachers. Going there should be a holiday and a new stage in life. You need to explain to the baby what are the benefits school life what he will learn there and what will be interesting for him.

As in any other business, preparing a child for school Every parent makes some mistakes. The main one is overloading children with additional developmental activities, while depriving children of play and communication with peers. This will form an aversion to future studies. And despite the fact that the child is already on the threshold of school, it still remains child, and the leading activity of children is the game. Therefore, children should play enough, communicate with peers and rest. The second mistake parents make preparation for school this is intimidation with deuces, punishments, possible ridicule of classmates. It is very important to unconditionally believe in your own child, to praise for any achievements, to help in failures, but at the same time one should not shift his work onto himself.

From all that has been said, I would like to note that we talk a lot and pay attention to the readiness of our children for school, but you need to think about whether you parents are ready for a new stage in the life of your child. In this regard, I offer you a mini-exam. You, dear parents, are invited to compare how life will differ preschooler from the life of a first grader. To do this, they need to answer a series of questions.

sample questions:

What classes are held in kindergarten? What subjects will my child study in 1st grade?

How many classes per day are held in kindergarten? How many lessons per day will there be in 1st grade?

The duration of the lesson in preparatory group in kindergarten? Lesson duration in school?

How many teachers teaches child in kindergarten? How many teachers will teach child in 1st grade?

Wishes to parents.

Prepare your child for school aggressively, smartly, respecting the measure and tact. Remember what you choose school not for myself, and for your child, so try to take into account all the factors that can complicate it education. Don't customize baby only for success but don't be intimidated by failures. Support your child's desire to become schoolboy. Remember that adaptation to school It's not an easy process and it doesn't happen quickly. The first months can be very difficult. He really needs your faith in him, smart help and support.

References:

1. Social educator in school(from work experience)/ av. Comp. L. D. Baranova. Volgograd: Teacher. 2009

2. Svirskaya L. Family work:optional instructions: Methodological guide for workers preschool educational institutions. – M. : LINKA-PRESS, 2007. - 176s.

3. Interaction with parents, compiled by M. A. Pavlova / Scientific Center "Development of educational initiatives", Saratov, 2003

4. https://podrastu.ru/vozrast/vozrastnye-osobennosti.html- Psychological and pedagogical portal about the development and education of children.

The main event that completes preschool childhood is the child's entry into school. In modern times, few people doubt that purposeful preparation of children for school is necessary. But each parent sees the very essence of this stage in the life of a child in his own way. What should be the preparation for a preschooler to become ready to become an elementary school student?

What is meant by preparing a child for school

It is curious that parents and psychologists have different expectations, what is the readiness of the child for school, and what is important to shape the future student through preparatory classes.

Most parents are focused on the intellectual achievements of their children and at preschool age strive to give the child a certain base of knowledge and skills, teach them to read and count, increase and speak correctly. With this position, the attention of adults is focused on the development of awareness, speech and thinking abilities of the child.

Another part of adults who are concerned about individual traits of their child's character aim to arouse the child's desire to go to school, to interest them in school together with other children.

Shy and anxious kids may know and be able to do a lot, but they are afraid to take a step away from mom or dad. Such quiet ones even agree to play with their peers only if there is a loved one nearby.

Some overly impulsive preschoolers are willing to be around other children as much as possible, but their cognitive interests are limited. Such nimble people often state that they do not want to study and will not go to school. And their parents are concerned about how to turn the interests of a preschooler towards knowledge and learning.

Thus, the most pronounced position of parents in preparing children for school is to put as much knowledge as possible into the child’s head and interest in learning among peers.

Professional requirements are broader. Psychologists believe that it is necessary to form in a preschooler the inner position of a student before schooling. Readiness to learn includes not only a certain level of awareness and thinking of the child. This implies the motivation for learning, and the emotional-volitional component, and the social maturity of the future student.

Preparation for elementary school, according to experts, should include not only and not so much intellectual development, but the formation of the psychological and social aspects of the maturity of a preschooler.

Therefore, a full-fledged preparation for schooling requires the child to be in a group of the same children as he is. Parents who advocate individualized training make the mistake of arranging for their children to study at home. They miss an important point, why preparation for school is needed, namely, they deprive the child of the opportunity to form the ability to subordinate his behavior to the laws of the children's group and play the role of a student in school conditions.

How to prepare your child for school

Sometimes it seems to parents that the effective preparation of a child at school is classes in special groups under the guidance of a teacher for several months immediately before entering school. Such training is important, and we have already mentioned the importance of classes for preschool children among peers.

But the level of mental development cannot be adjusted to the desired level in a few months. Even in preschool. The formation of the future student is based on the constant development of everyone and the child.

The role of play in preparing for schooling

No matter how surprised the parents are, the basic preparation for the upcoming schooling gives the child a complete one. Mental development in preschool age stimulates. It is the leading activity.

In the game, preschoolers develop their imagination and learn logical reasoning, form an internal plan of action, and develop an affective-need sphere. Each of these components is essential to successfully assuming the role of learner.

In role-playing games, children learn to control their behavior, follow the rules, act in accordance with the role. And at school without it in any way. A small student will have to listen carefully to the teacher, write out intractable letters with concentration and perform many other tasks that require strong-willed efforts.

Fundamentals of Intellectual Training

Regarding intellectual preparation, it is important to systematically engage with children in order to develop logical thinking and speech skills. The directions are as follows:

1. The intellectual level before entering school should be such that the child is able to analyze and generalize. It is necessary to teach the child to find essential features by which objects can be combined into groups, or eliminated superfluous. Examples of tasks are given in the development article.
2. The speech development of the child should provide a coherent expression of his thoughts. To do this, you need to constantly replenish your vocabulary, explain to the child the meaning of new words, and correct his statements in accordance with.

An effective preparatory base is reading fairy tales and other children's works. While the child is only able to listen, it is useful to retell the plot together, talk about the actions of the characters, and fantasize about a different development of events. But already at 4-5 years old, a baby is quite accessible. And this is progress in development, and the actualization of cognitive motives.

A child needs this preparation for school. On the one hand, it is natural for any family where attention is paid to the development of children. And on the other hand, it is similar to the same approach that psychologists and educators use when preparing preschoolers for schooling.

Everyday participation in preparing children for school

Of course, the child receives the initial baggage of knowledge from his relatives. We emphasize once again that many parents pay great attention to the development of the child's intellectual abilities: they constantly expand his knowledge about the world around him, solve logical tasks, teach him to read and count, and encourage reasoning.

All this contributes to the development of cognitive motivation of the preschooler. And, as a rule, children with a high intellectual level want to go to school to study.

With regard to standard family conditions, it cannot be said that parents pay close attention to the formation of their children's interest in schooling. More often this task is shifted to third-party shoulders. Since cognitive motivation and interest in school do not arise in one moment, but gradually, adults need to make at least the slightest effort.

In constant communication with their children, parents can use elementary techniques that contribute to the formation of school readiness.

• It is useful to conduct classes by giving the child a pattern of actions and setting him the task of independent implementation. This will contribute to the formation of arbitrariness of behavior at any stage of preschool childhood. For example, having laid out a word from counting sticks, invite the child to repeat. Listing several items belonging to the same group (fruits, furniture, vehicles), encourage the preschooler to complete the row.
• Contribute to the development of the child's attention by applying. It is possible to teach to concentrate and auditory attention both during a walk and when reading books.
• Pay attention to the development of fine motor skills. At school, a big load immediately falls on children's fingers - every day they have to write letters and numbers. To be ready for this load, you need to sculpt, draw, assemble mosaics and constructors with small details as often as possible.
• It is important to praise the child for the manifestation, for the passion for a useful activity.

What adults should never allow, although this is often observed in families:

• It is not permissible to rein in a naughty kid who does not really want to do a cognitive job, with the words "Here you go to school, you need to study there, and not run."
• You can not drag out the lesson, overworking the child's psyche and causing the preschooler to reject regulated classes.
• You can not force a preschooler to complete a task if it causes negative emotions.

At the heart of the mental development of the child is the need for new experiences. In children, voluntary actions are distinguished by immediacy and impulsivity: a new desire has appeared - it must be immediately satisfied. Therefore, the arbitrariness of a preschooler has an impulsive character, which is not combined with a long retention of attention on any process. It is not the child’s fault that even 15-minute classes are still beyond his strength.

If parents adhere to the practices outlined in this article, they will make a significant contribution to the formation of the psychological in their child. And the senior preschooler will cross the threshold of the school with pleasure, interest and craving for knowledge.