Olga Tsygvintseva
Continuity of kindergarten and school

Presentation: "Continuity of kindergarten and school" Methodological development of Tsygvintseva O. A., educator GBOU schools№555 Belogorye Primorsky district of St. Petersburg

2 slide. Continuity between kindergarten and school remains relevant today. In the education system preschool education is the first step. school learning never starts from scratch, but always relies on a certain stage of development completed by the child. (L. Vygotsky)

Child crossing the threshold schools, must correspond to a certain physical, mental, emotional and social development. This is the guarantee of his future school performance.

Transition period from preschool to school childhood considered the most difficult and vulnerable. Problem continuity can be successfully solved with close cooperation kindergarten and school.

Choice schools for the education of the child and the choice of the training program. Among today's variety of general educational schools, gymnasiums, lyceums, which offer a wide range of educational services, many programs. Take into account the characteristics of the psyche and physical condition of the child, the specifics of the programs offered, the personal qualities of the future teacher.

Exaggerated requirements for the readiness of the child in gymnasiums and lyceums. Upon admission to such school required so that the child reads fluently, operates with numbers within a hundred and much more.

Insufficient use of play activities during the transition of children to school. The use of gaming technologies in the first grades facilitates the adaptation of children, increases interest, and speeds up learning.

Insufficient number of psychologists in educational institutions.

Insufficient provision of methodological materials, didactic aids.

solutions to this problem sequential execution stages:

1. Drawing up a project of joint activities to ensure continuity;

2. Activities for parents: - Information stands, sliding folders “Educational motivation. What is it?”, “Advice to future first graders”, “Psychological readiness of the child for school: readiness parameters and recommendations for parents on their development

Parent meetings are held, meetings at the “round table” where specialists kindergarten and school(educators, teachers of future first graders, educational psychologists, social educators, medical workers, senior educators, head teachers) touch upon the problems of preparing a child for school, choice schools and future education programs for children. Where is the social educator, psychologist schools answer all the questions of parents, after the meetings, individual consultations are held for those who wish.

- "Open Doors Day", "Knowledge Day", joint sports holidays, entertainment, etc.;

Events for the teacher classes and teacher prep. gr.

Conducting workshops, discussions, methodical meetings on topics: “Psychological readiness of the child for school”, "Tasks kindergarten and families in preparing the child for school”, “Adaptation of first grade students to learning in school”.

Joint activities of primary school teacher and educator.

Study by educator and teacher of programs kindergarten and grade I in order to identify what knowledge, skills and abilities children have mastered in preschool, discussion of criteria "portrait of a graduate", study and exchange of educational technologies. More details about what events we carry out during the year will stop a little later.

Of course, not all of our children go to study in our school 50% of our graduates study in other schools where the work done helps children adapt easily and learn successfully.

Diagnostics: "Criteria for the readiness of a child of 6-7 years old" shows how much the prerequisites for educational activities have been formed in October and May.

Questioning parents, allows you to find out the assessment of the child's readiness for schooling at the beginning of October and at the end of May.

Slide 7 To educate interest preschoolers to school the following activities are carried out together with the teacher

Christmas to educate spiritual and moral the senses: to acquaint children with the customs and traditions in Russia, to teach children to take care of these traditions.

slide 8 blockade: education of patriotism, a sense of pride for one's country, for one's people, respect for the older generation, war monuments.

Slide 9 A. S. Pushkin education of moral qualities; the ability to sympathize, empathize, fostering love for fairy tales.

Preschooler learns how to greet school students at the entrance of the teacher,

What to do before answering questions, what are the rules of student behavior. What to do if he completed the task

slide 11 topic: "The Tale of the Gingerbread Man". Children learn to interact with students, agree on which character they will sculpt, do not hesitate to ask for help.

Slide 12 Library in school: preschoolers are introduced to what are the literary genres, the formation of interest in the book.

Slide 13 Introduce schoolchildren with a doll"Angel", its purpose, the technique of making a souvenir doll.

Thus we introduce preschooler activities schoolchildren, and joint activities contribute to the development of social and communication skills, the ability to negotiate, ask for help if necessary, children are not afraid to go to school because they already know the requirements for schoolboy, rules of conduct in school.

The introduction of Federal State Requirements (FGT) to the structure of the preschool program and the adoption of new Federal State Educational Standards (FGOS) for primary school education is an important stage in the continuity of kindergarten and school. The task of the Federal State Educational Standard is to teach children to learn independently

School and kindergarten are two related links in the education system. Success in school education largely depends on the quality of knowledge and skills formed in preschool childhood, on the level of development of cognitive interests and cognitive activity of the child, i.e. from the development of the mental abilities of the child.

Continuity between preschool and school levels of education should not be understood only as preparing children for learning Teachers should carefully familiarize themselves with the forms and methods of work in preschool educational institutions, help first graders quickly adapt to new conditions

Continuity tasks of kindergarten and school Development of curiosity Development of the ability to independently solve creative problems Formation of creative imagination aimed at the intellectual and personal development of the child Development of communication skills (the ability to communicate with adults and peers

The goal of the program is to create continuity and successful adaptation during the transition from kindergarten to school. - providing a system of continuous education, taking into account the age characteristics of preschoolers and first graders. - creation of favorable conditions in kindergarten and school for the development of cognitive activity, independence, creativity of each child.

Tasks of strengthening and maintaining the health of preschoolers preparing for schooling. - all-round development of children, allowing them to successfully master the school curriculum in the future. - creation of favorable conditions for the mental and personal development of the child.

Every child goes to first grade with the hope of a positive. It all depends on how the child was psychologically prepared for school. Psychological readiness is such a state of the child that allows him to acquire new knowledge, accept new requirements and feel successful in communicating with teachers and classmates.

Insufficient psychological readiness most often occurs for the following reasons: In preschool childhood, the child played little and communicated with peers; · Had a small stock of knowledge about the surrounding world, was not interested and curious; Was anxious and had low self-esteem; · There were speech therapy problems that could not be solved by the beginning of schooling; · Did not like games and activities that require concentration and the ability to bring the matter to the end.

An important role in ensuring the effective continuity of preschool and primary education is played by the coordination of interaction between the teaching staff of the preschool educational institution and the school. Organization of succession work Methodological work with teachers Work with parents Work with children

Excursions to the school; visiting the school museum; acquaintance and interaction of preschoolers with teachers and elementary school students; participation in joint educational activities, game programs; exhibitions of drawings and crafts; meetings and conversations with former pupils of the kindergarten; joint holidays and sports competitions for preschoolers and first graders; participation in theatrical activities; attendance by preschoolers of an adaptation course of classes organized at the school. Work with children

Joint pedagogical councils (preschool educational institution and school); seminars, master classes; round tables of preschool teachers and school teachers; diagnostics to determine the readiness of children for school; interaction of medical workers, psychologists of the preschool educational institution and the school; open demonstrations of educational activities in preschool educational institutions and open lessons at school; pedagogical and psychological observations. Working with teachers

Targets of preschool education Initiative and independence Confidence in one's own abilities Positive attitude towards oneself and others Development of imagination, fantasy, creativity Ability to obey social norms Development of large and fine motor skills Manifestation of curiosity Ability to volitional efforts in various types of activities Ability to make one's own decisions

The targets of the program serve as the basis for the continuity of preschool and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for educational activities in preschool children at the stage of completion of preschool education.

Expected results: a portrait of a kindergarten graduate Active and active Creative Inquisitive Initiative Open to the outside world, friendly and responsive Positive attitude towards oneself, self-confidence Self-esteem

Literature used: 1. From birth to school. The main general educational program of preschool education / Ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva. - M .: Mosaic-Synthesis, - 304 p. 2. The program of education and training in kindergarten / Ed. M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova. - 4th ed., Rev. and additional - M .: Mosaic-Synthesis, 2010. - 232 p. 3. Is your child ready for school / A.A. Wenger, A.L. Wenger - M: Knowledge, 1994 - 192 p. 4. Federal state educational standard for preschool education // 5. Continuity in the work of preschool educational institutions and schools in the framework of the introduction of the Federal State Educational Standard of the IEO in elementary school. sch177.pskovedu.rusch177.pskovedu.ru 6.L. N. Kravtsova "Continuity between kindergarten and school in connection with the transition to the second generation of the Federal State Educational Standard".

The concept of continuity Continuity is like a continuous process of raising and educating a child, having general and specific goals for each age period, a connection between different stages of development, the essence of which is the preservation of certain elements of the whole or individual characteristics during the transition to a new state. Continuity DOW SCHOOL

Purpose The purpose of ensuring continuity in the work of preschool institutions and schools in terms of shaping the individuality of children should not be the desire for unity in the content and methods of education, but an equally positive attitude towards children, a deep understanding of their needs, motives and characteristics of their behavior, development, reliance on them .

Tasks At the preschool level to form: Introducing children to the values ​​of a healthy lifestyle. Ensuring the emotional well-being of each child, the development of his positive self-perception. Development of initiative, curiosity, arbitrariness, ability to creative self-expression. Formation of various knowledge about the world around us, stimulation of communicative, cognitive, playful and other forms of activity of children in various activities. Development of competence in the field of attitude to the world, to people, to oneself; inclusion of children in various forms of cooperation (with adults and children of different ages).

Tasks At the elementary school level to form: Conscious acceptance of a healthy lifestyle and regulation of one's behavior in accordance with them; Willingness to actively interact with the outside world (emotional, intellectual, communicative, business, etc.); Desire and ability to learn, readiness for education at the main level of school and self-education; Initiative, independence, skills of cooperation in various activities; Improving the achievements of preschool development (throughout the entire primary education).

Grounds for the implementation of the continuity of preschool and primary school education: The state of health and physical development of children. The level of development of their cognitive activity as a necessary component of educational activity. Mental and moral abilities of students. Formation of their creative imagination as a direction of personal and intellectual development. Development of communication skills, i.e. ability to communicate with adults and peers.

Problems in ensuring the continuity of kindergarten and school: Choosing a school for teaching a child and choosing a training program; Overstating the requirements for the readiness of the child for schooling; Insufficient use of play activities during the transition of children to school. Insufficient number of psychologists in educational institutions. Insufficient provision of the educational process with methodological materials, didactic aids and inconsistency of existing aids with the new goals and requirements of education in the system of continuous education.

Stages of implementation of continuity between kindergarten and school: Conclusion of an agreement between kindergarten and school to ensure continuity; Drawing up a project of joint activities to ensure continuity; Carrying out preventive measures, such as: "Open Doors Day", "Knowledge Day", joint holidays, etc.; Work to ensure the readiness of children to study at school (diagnostics and correction of the development of children); Carrying out the PPC, with the participation of kindergarten and school specialists (educators, teachers of future first-graders, psychologists, social educators, medical workers, senior educators, deputy directors; Planning joint activities for the adaptation of children at school; Monitoring the process of adaptation of children to school.

Questions 1) In your opinion, which of the participants in the continuous educational space is involved in the interaction scheme? Conclusion: - Administration of educational institutions; - educators and teachers; - parents of the preparatory school group; - parents of first-graders - former pupils of the kindergarten; - specialists of additional education and subject teachers of the school; - psychological services of preschool institutions and schools; - medical personnel. 2) What traditions do you and your fellow kindergarten teachers adhere to in cooperation with the school and parents to develop common views and coordinate actions? What are the benefits of these traditions? - If possible, discuss the practice of your work in this direction at the pedagogical council with colleagues.

Scheme of the organizational and content aspects of the successive relations of the preschool educational institution with the school, family and other social institutions Functioning of the coordinating council for succession Pedagogical councils, methodological associations, seminars, round tables of preschool teachers, school teachers and parents on topical issues of succession education and subject teachers with preschool children and first-graders (holidays, exhibitions, sports competitions) DOUP psychological and communicative trainings for educators and teachers SCHOOL Interaction of medical workers, psychologists of the preschool educational institution and the school classes of their graduates of the preschool educational institution and conducting diagnostics to determine the readiness of children for school Meetings of parents with future teachers Questioning, interviewing and testing parents to study the well-being of the family in anticipation of Series of school life of a child during the period of adaptation to school Game trainings and workshops for parents of children of preschool age

Forms of successive ties Acquaintance of the teacher with future students Joint participation of first graders and children of the preparatory group in holidays, entertainment, competition games, relay races. Excursions of preschoolers to school Holding "Days of graduates" Organization of joint integrated lessons of preschoolers with first graders Visiting teachers and primary school teachers of each other's lessons and classes Interrelation of psychological services of kindergarten and school Joint meetings, pedagogical councils, round tables with the participation of kindergarten teachers, parents and primary school teachers.

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Slides captions:

Message from the work experience "Ensuring continuity in the work of the preschool educational institution and the school"

“School education never starts from scratch, but always relies on a certain stage of development carried out by the child.” (L.S. Vygotsky)

Continuity between the preschool educational institution and the school is a process in which at the preschool level of education the value of preschool childhood is preserved and the fundamental personal qualities of the child are formed, which serve as the basis for the success of school education. At the same time, the school, as a successor to the preschool stage of education, relies on the achievements of the preschool child.

The introduction of Federal State Requirements (FGT) to the structure of the preschool program, the adoption of new Federal State Educational Standards (FGOS) for primary school and preschool education is an important stage in the continuity of kindergarten and school.

At the present stage, there has been a shift in the understanding of the child's readiness for schooling from intellectual to personal readiness, which is determined by the formed "internal position of the student"

For a modern first-grader, it becomes important not so much to have a tool of knowledge as to be able to use it consciously. At the forefront are the formed cognitive motives for learning, that is, the conscious desire of the child to learn, to learn something new, based on already acquired knowledge.

One of the priorities for our preschool educational institution is the preparation of pupils for school, ensuring equal starting opportunities for teaching children in general educational institutions.

Kindergarten "Svetlyachok" implements the main general educational program of preschool education in groups of a general developmental orientation with the priority implementation of the development of pupils in the artistic and aesthetic direction, developed by the teaching staff of the preschool educational institution, taking into account the program "FROM BIRTH TO SCHOOL" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva.

Model of a graduate of MBDOU d / s "Firefly" Development of mental processes Intellectual development Social maturity Personal qualities Child: capable of practical and mental experimentation, generalization, establishing cause-and-effect relationships and speech planning; can apply independently acquired knowledge and methods of activity to solve ready-made tasks; owns the prerequisites for learning activities, knows how to work according to the rule and model, knows how to listen to an adult and follow his instructions; shows awareness in various areas of life. The child: understands the different nature of the attitude of surrounding adults and peers towards him, expresses his attitude towards them; chooses the appropriate course of action; is able to notice changes in the mood of an adult and a peer; takes into account the wishes of other people; mastered various types of children's activities; able to establish stable contacts with peers. emotionality sociability creativity arbitrariness initiative independence and responsibility self-assessment responsiveness freedom of behavior.

Model of a graduate of MBDOU d / s "Firefly" Individual features of development Physical development Artistic and aesthetic development State of physical health: health group; past illnesses; period after illness. Creative abilities: music; drawing; artistic work. Correction: physical deviations; mental deviations; speech. The child: is in perfect control of his body, various types of movements; has an idea about his physical appearance and health; owns cultural and hygienic skills and understands their necessity; follows the basic rules of a healthy lifestyle. Child: is able to offer his own idea and translate it into a drawing, building, story; emotionally reacts to works of fine art, musical and artistic works, the natural world.

The continuity of MBDOU d / s "Firefly" and MBOU gymnasium is the relationship between the content of educational work, goals, objectives, methods of its implementation. The relationship of succession between the preschool educational institution and the gymnasium is enshrined in the contract

The purpose of continuity is the implementation of a single line of development of the child at the stages of preschool and primary school childhood, based on a holistic, consistent, promising pedagogical process.

Tasks of continuous education at the preschool level: introducing children to the values ​​of a healthy lifestyle; ensuring the emotional well-being of each child, the development of his positive self-perception; development of initiative, curiosity, arbitrariness, ability to creative self-expression;

The tasks of continuous education at the preschool level: the formation of various knowledge about the world around us, the stimulation of communicative, cognitive, playful and other activity of children in various activities; development of competence in the sphere of relations to the world, to people, to oneself; inclusion of children in various forms of cooperation (with adults and children of different ages).

Tasks of continuous education at the elementary school level: conscious acceptance of the values ​​of a healthy lifestyle and regulation of one's behavior in accordance with them; readiness for active interaction with the outside world (emotional, intellectual, communicative, business, etc.); desire and ability to learn, readiness for education at the main level of school and self-education;

Tasks of continuous education at the elementary school level: initiative, independence, cooperation skills in various activities; improvement of the achievements of preschool development (throughout the entire primary education, special assistance in the development of qualities formed in preschool childhood, individualization of the learning process, especially in cases of advanced development or lagging behind).

Stages of work on the implementation of the continuity of the preschool educational institution with the school: Stage 1 - the child's admission to the preschool educational institution Stage 2: preparing the child for schooling Stage 3 - a smooth transition of the child from the preschool educational institution to school

The main directions for ensuring continuity between preschool and school education: methodological work with teachers work with children work with parents

Excursion to the school

Library and Labor Rooms

Sports and assembly halls children felt themselves in the role of speakers and spectators

Teacher's speech at parent meeting

Sports fun with alumni

Students of the music school are visiting us

They came to visit - to visit the teachers and drink tea and pies

Psychological readiness of children for school 2010-2011 academic year. year 2011-2012 academic year year 2012-2013 academic year year Quantity % Quantity % Quantity % Ready 15 58 18 82 19 95 Conditionally ready 8 31 4 18 1 5 Conditionally not ready 3 11 - - - - Not ready - - - - - -

Conclusion The system of work presented by us gives positive results. continuity is inherent in the very nature of the education and upbringing of children.

Thank you for your attention

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Slides captions:

ACTIVITIES OF MOU "SOSH № 102" IN THE FRAMEWORK OF SUCCESSION WITH PRESCHOOL EDUCATIONAL INSTITUTIONS.

Continuity is a consistent transition from one level of education to another, expressed in the preservation and gradual change in the content, forms, methods, technologies of education and upbringing

PURPOSE OF THE WORK: Building a single line of successive ties between the MDEI and the school, which ensures the effective progressive development of the child, his successful transition to the next level of education.

MAIN OBJECTIVES OF COOPERATION DOW AND SCHOOL: establishing unity of aspirations and views on the educational process between kindergarten, family and school; development of common goals and educational tasks, ways to achieve the intended results; creation of conditions for favorable interaction of all participants in the educational process - educators, teachers, children and parents; comprehensive psychological and pedagogical education of parents; providing psychological assistance in understanding one's own family and social resources that help to overcome problems when a child enters school; the formation in families of a positive attitude towards the active social and social activities of children.

STAGES OF IMPLEMENTATION OF CONTINUITY BETWEEN KINDERGARTEN AND SCHOOL: - conclusion of an agreement between kindergarten and school to ensure continuity; - drawing up a plan for joint activities; - work in accordance with the plan.

DIRECTIONS OF WORK IN CONTINUITY: Organizational and methodological activities with teachers; Work with children; Working with parents.

ORGANIZATIONAL AND METHODOLOGICAL WORK WITH TEACHERS

Familiarization of teachers with the curriculum in the 1st grade, modern technologies used by primary school teachers in their work, the study of educational technologies used by teachers of the structural unit and the school.

Conducting a round table with the participation of teachers of preschool institutions and schools

Mutual attendance of open demonstrations of educational and upbringing activities in kindergartens and open lessons at school.

Throughout the year, mutual assistance is provided in the selection of methodological literature, educational and didactic material using the available material and technical resources of preschool educational institutions and schools. During the entire period, the interaction of educational psychologists and social teachers of kindergartens and schools takes place.

WORK WITH CHILDREN.

On September 1, kindergarten students come with their congratulations to the line dedicated to the beginning of the school year.

FAMILY DAY

Concerts for the anniversary of the district "I dedicate my district to you"

INTELLECTUAL GAME

Event dedicated to the 90th anniversary of the composer V.Ya. Shainsky.

MAGIC CHRISTMAS

OPENING THE ROOM OF BATTLE GLORY

SOCIAL ACTION "TOGETHER FOR ROAD SAFETY - ALL TOGETHER"

WORKING WITH PARENTS

School teachers participate in meetings in kindergartens. The social educator also participates in the parent meeting. Parents are given the opportunity to consult on the timely development of children for successful schooling. In the parental corner of kindergartens, there is information “The hand develops the brain”, “What a first grader should be able to do”. Upon request, meetings of parents with future primary school teachers, consultations of specialists on the issues of psychological readiness for the development of future first graders are organized; psychological and pedagogical support of parents during the period of preparation and adaptation of the child at school; questioning, testing of parents to study the well-being of the family on the eve of the child's school life and during the period of adaptation to school.

District events "Day of the Lefty", "Feast of Good Neighbors".

THANK YOU FOR YOUR ATTENTION!

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