Recommendations for educators on preparing children for school. Consultation for teachers: “Preparing preschoolers for school” consultation on the topic Consultations for educators on preparing for school

“The role of the kindergarten teacher in preparing children

to school" (advice from a psychologist).

The work of a teacher means constant contact with children. Therefore, it is necessary to establish the same relationships with children as they have with loved ones, so that children begin to trust the teacher in the same way as they trust close people. It’s so nice when children willingly join the group. When they meet, they smile, make people happy, tell something interesting, share something. Each child develops in his own way, which means that the approach to each child should be individual. It is very important to get to know the parents. It is necessary to know in which family, and in what conditions, each child lives. This helps to create a cozy, calm, trusting atmosphere in the group and to understand each child. The teacher’s style of behavior towards children should be as follows: not allow children to do whatever they please, but also not prohibit them in some cases, clearly define for children what they can and cannot do, and by their behavior set an example for the child when it is necessary to restrain emotions and when not to hold back. During time, see when the child needs attention so that he does not feel forgotten and unnecessary. We all know that school is waiting not so much for educated children, but for those psychologically prepared for academic work. This means that children must have moral and volitional qualities, such as perseverance, hard work, perseverance, patience, a sense of responsibility, organization and, most importantly, discipline. Children must be able to communicate, be able to listen to their interlocutor without interrupting him, and avoid rudeness and vulgarisms. If all these qualities are observed in children, then they will study with pleasure, and learning will not turn into a heavy burden for them. Currently, many parents try to send their children to school from the age of seven. This is the right approach to children; a child’s readiness to learn is based on sufficient brain development. At this time, children begin to obey their behavior, their level of self-esteem of their own actions increases. When preparing for school, it is necessary to take into account the characteristics of children who differ in their level of development: (children with high, average and low levels of development).

Children with a high level of development are distinguished by a pronounced cognitive attitude towards the world around them. They are active in organized educational activities, quickly and accurately complete tasks, and maintain high performance. These children love new things and creative tasks, and have a wide range of skills. They take an active interest in school and are good readers. It would seem that such children do not need any special pedagogical influence, but this is not entirely true. For such children, it is necessary to create conditions that will promote further intellectual development. Such children need to be given the most difficult tasks, increase the requirements for the quality of their implementation, and stimulate independent thinking and creativity.

Children of the average level cope well with tasks in organized educational activities, and with other types of activities if they have a model and explanations from the teacher. Children enjoy participating in familiar activities, feel confident in familiar conditions and achieve good results. Experience shows that difficult situations for these children are new situations, unusual operating conditions, where there is a need to show independence and creativity in solving a problem. In such cases, children are constrained and indecisive, as they are afraid of making the wrong move. They are very sensitive to negative assessments from the teacher. Even a small failure unsettles children and reduces their activity. It is characteristic that these children do not need much help from the teacher; just a few instructions confirming the correctness of their efforts, and they successfully complete the task.

Children with a low level of development lag behind their peers in development and in mastering program material. They are not attentive enough to the teacher’s explanations and cannot concentrate on tasks for a long time. In their work, they take into account only individual requirements and experience difficulties in organizing their own activities in accordance with the teacher’s instructions. Their knowledge of the environment is superficial, cognitive interests are unstable and often reduced. Children are not independent; they need constant supervision and help from a teacher. Under the influence of failures, such children gradually develop a negative attitude towards classes. Success in overcoming the developmental deficiencies of low-level children can be achieved through joint actions of the teacher and parents. Parents need to be given specific recommendations regarding the organization of activities with children at home, the development of their horizons and speech activity. Explain how to correctly evaluate a child’s actions: encourage children’s efforts, encourage them, kindly and patiently sort out their mistakes and inaccuracies with the child, and encourage them to achieve better results. By teaching, developing and supporting children together with parents, it is necessary to help overcome the passivity, stiffness, and ineptitude of preschoolers. It is important to remember that later, at school, children will be calm, focused, careful and diligent if parents in the family systematically work with children in preschool age.

Probably, every teacher working in the graduating group of a kindergarten has had to answer the parent’s question many times: “how does my child behave in organized educational activities?” How does he cope with the task? Doesn't he lag behind others? Parents directly associate all these questions with preparation for school. The question almost never comes up: “How does my child play? But children in the preparatory group often play and love to play didactic games with rules. Therefore, the use of didactic games with rules will naturally and naturally introduce the child into learning activities. In this case, the teacher’s task is to teach the child, listen to the instructions, master its rules, master educational and game actions, monitor the actions and evaluate the result. In the game, the child tries his strengths and capabilities. Independence, activity, self-regulation are the most important features of free play activity; they play an irreplaceable role in shaping the personality of the future schoolchild. In games with rules, the arbitrariness of behavior and communication with adults and peers, which is necessary for the future schoolchild, also develops. Children standing at the doorstep of school must certainly have basic self-organization skills. These skills will later become their “helpers” in educational activities, wise use of time, the ability to transfer work, study, play, and rest.

Any activity - play, work, organized educational activity - requires certain preparation. Therefore, teachers need to instill hard work and perseverance in children, and ensure that preschoolers complete any task diligently and do not give up halfway through. Children raised to work tire less, are distinguished by a creative approach to everything, the ability to take care of themselves, and keep their work place in order. Before school, children must acquire a certain system of knowledge, skills and abilities, and they must also have developed mental processes: attention, memory, thinking, speech. Organized educational activities for preschoolers should be organized by teachers so that children can freely communicate, argue, and perform various tasks together. And the main thing is that preschoolers learn to discuss together, and their discussions are aimed at a collective search for the correct answer, so that each child shows as much activity as possible, argues, expresses his opinion, and is not afraid to make a mistake.

“A child is not a vessel that needs to be filled, but a fire that needs to be lit.” This is the purpose of us, teachers!

Sources: http://doshvozrast.ru/metodich/konsultac82.htm

https://infourok.ru/

Municipal budgetary preschool educational institution

“Kindergarten of a general developmental type “Batyr” in the city of Buinsk, Buinsky municipal district of the Republic of Tatarstan”

Consultation for educators

"Preschool educational institution and family in preparation for school"

Educator:

Kashapova G.S.

January, 2016

By children's readiness for school, we mean readiness to learn. And this means the ability to obtain knowledge, process, reproduce and, on this basis, obtain new ones.

Preparing children for school should begin at the age of two by developing sensory and fine motor skills.

When working with children of the younger group, it is good to use finger games. After all, it has long been proven that there is a close relationship between the speech and motor functions of the hand. The higher the motor and coordination activity of the hand is developed, the better speech develops and the fewer difficulties the child will experience during the period of learning to write.

In the middle group, children are working on the sound culture of speech. We teach children to hear and differentiate sounds. We conduct games in which we teach children to generalize objects according to general and significant characteristics, for example: “Pick a pair”, “Name the extra one”, etc. Such games develop the ability to separate parts from the whole and divide the whole into parts.

There cannot be a successful student without physical and mental health. Only a healthy child can become talented. This means that we must preserve and strengthen the child’s health.

We make sure to alternate all intellectual activities with physical education classes and music classes. We monitor the implementation of the daily routine.

A child who adheres to the principle “I can, I want and I will” will study well. To do this, we must increase the child’s learning motivation.

Readiness for schooling develops gradually. During the stay of children in kindergarten, teachers take care of the fulltheir physical, mental, psychological, moral and aesthetic development.

By the age of 6, a child accumulates a certain amount of knowledge, uses figures of speech from fairy tales and riddles in his stories. Speech becomes more varied and clear.

By older preschool age, i.e. e. Before school, a child must have developed the qualities necessary in educational activities: attention, the ability to listen and complete tasks, evaluate the results of his work and his comrades.

During classes, teachers create an emotional attitude in children for the upcoming lesson, inform them of the purpose and motive of the activity, using problematic questions and situations. In the process of work, play and other activities, children acquire and consolidate knowledge, and also develop the psyche and abilities, without which successful learning at school is impossible.

It is impossible to successfully study at school without developing in a child the qualities of personality, responsibility and independence.

The level of readiness of older preschoolers for schooling increases whenForming in children a positive attitude towards upcoming learning. namely:

children attending school;

conversations about school;

reading fiction about school;

drawing on the theme “school”;

viewing pictures about the school, students, school subjects, etc.;

watching cartoons about school;

role-playing game "School".

Only the combined efforts of educators and parents can ensure the comprehensive development of a child and proper preparation for school. The family is the first and most important environment for a child’s development.

Today, kindergartens are faced with the task of involving parents in pedagogical interaction with the child. Help them become a true friend and authoritative mentor to their child on the eve of school. Close interaction between parents and educators provides our children with double protection, emotional comfort, and an interesting and meaningful life both in kindergarten and at home.

So, let's summarize: What does the concept of “A child is ready for school” include?

1.Physical health.

2. The presence of a motive for learning (cognitive and social).

3. Formation of arbitrariness of behavior: the ability to consciously subordinate one’s actions to a rule, the requirement of an adult, the ability to listen carefully and independently accurately complete tasks, the ability to cooperate with peers and adults.

4. Formation of the intellectual sphere (the ability to analyze, generalize, compare, highlight essential features; the ability to reason; a sufficient level of development of speech perception).

Consultation for educators “Psychological and pedagogical readiness of the child for school”

What's happened ? Usually, when they talk about readiness for school, they mean the level of physical, mental and social development of the child that is necessary for successful mastery of the school curriculum without harm to health. Therefore, the concept "readiness for school" includes: physiological readiness for school learning, psychological and social or personal. All three components of school readiness are closely interrelated; deficiencies in the formation of any of its aspects in one way or another affect the success of schooling.

The physiological readiness of a child to study for school is determined by the level of development of the basic functional systems of the child’s body and the state of his health. Physiological readiness for school is assessed by doctors according to certain criteria. Frequently ill, physically weakened students, even with a high level of mental development, usually experience learning difficulties.

At 6-7 years old, the child’s body is actively developing. The reliability and reserve capabilities of the cardiovascular system are increased, the regulation of blood circulation is improved, the respiratory and endocrine systems are rebuilt and actively developed. There is a significant development of the musculoskeletal system: skeleton, muscles, articular-ligamentous apparatus, the bones of the skeleton are changing, but the ossification process is not yet completed, including the ossification of the bones of the wrist and phalanges of the fingers, and this is important to know when organizing activities with children. Therefore, it is important for educators to monitor children’s posture, the height of chairs and tables, and changes in activities, since all these factors can lead to poor posture, curvature of the spine, and deformation of the writing hand.

Primary school teachers note that the biggest problem in teaching is the unprepared hand for writing. When organizing correctional and developmental classes, it is important to correctly identify the reasons for graphic unpreparedness for learning to write. There are two of them: insufficient development of the small muscles of the writing hand and the nervous regulation of fine motor skills and the immaturity of the skill of performing graphic exercises. In this case, games and exercises are necessary to develop coordination of finger movements. (gymnastics for fingers, finger games, shadow theater, games and exercises for developing the muscles of the shoulder girdle and core, exercises to make writing letters easier, exercises to prevent and relieve writer’s cramp).

Social or personal readiness for learning at school represents the child’s readiness for new forms of communication, a new attitude towards the world around him and himself, determined by the situation of schooling. As a result of research and observations of the development of children, it has been established that age-related changes in the psyche can occur abruptly (critically), or gradually (lytically). In general, mental development is a natural alternation of stable and critical periods.

During stable periods of child development, it has a relatively slow, progressive, evolutionary character. These periods cover a fairly long period of time of several years. Changes in the psyche occur smoothly, due to the accumulation of minor achievements, and are outwardly invisible. Only when comparing a child at the beginning and at the end of a stable age are the changes that have occurred in his psyche clearly observed.

Using the age periodization of L.S. Vygotsky, taking into account modern ideas about age boundaries, distinguishes the following stable periods in child development:

• infancy (2 months – 1 year)
• early childhood (1-3 years)
• preschool age (3-7 years)
• adolescence (11-15 years old)
• junior school age (7-11 years old)
• senior school age (15-17 years old)

Critical (transitional) periods, in their external manifestations and significance for mental development as a whole, differ significantly from stable ages. Crises take a relatively short time: a few months, a year, rarely two years.

At this time, sharp, fundamental changes occur in the child’s psyche. Development during a crisis period is stormy, rapid, "revolutionary character" .

At the same time, in a very short time the child changes completely.

In psychology, crises mean transition periods from one stage of child development to another. Crises occur at the junction of two ages and are the completion of the previous stage of development and the beginning of the next. If stable periods are usually denoted by a certain time period (for example, preschool age - 3-7 years), and crises are defined by their peaks, for example, a crisis of 3 years, a crisis of 7 years). It follows from this that in child psychology it is customary to distinguish:

• newborn crisis
• crisis 1 year
• crisis 3 years
• crisis 7 years
• teenage crisis (12-14 years old)
• crisis of adolescence (17-18 years old)

How to determine critical manifestations from the point of view of external manifestations?

1. It should be noted that there is uncertainty and blurriness of the boundaries separating crises from adjacent ages. It is difficult to determine the beginning and end of the crisis.
2. During these periods there is a sharp, abrupt change in the entire psyche of the child. He becomes completely different.
3. Development during the critical period is negative and destructive. During these periods, the child gains less than he loses from what he previously acquired: interest in favorite toys and activities fades, established forms of relationships with others are disrupted, the child refuses to comply with norms and rules of behavior previously learned, etc.
4. During a crisis period, every child becomes "difficult to educate" compared with oneself in adjacent stable periods of development. Also, crises occur differently in different children: for some it is smoothed out, almost imperceptibly, for others it is acute and painful, but in any case, problems are experienced with every child.

It is customary to distinguish 7 symptoms, the so-called "seven star crisis" :

Negativism (unwillingness to do something only because an adult suggested it (should be distinguished from disobedience, the motive of disobedience is the reluctance to carry out what is proposed by an adult, the motive of negativism is a negative attitude towards the demands of adults, regardless of their content).

Stubbornness - a child insists on something not because he wants it, but because he demanded it. The motive for stubbornness is the need for self-affirmation: the child acts this way because "he said so" .

Obstinacy - (most clearly manifested during the crisis of 3 years, obstinacy is directed not against an adult, but against the norms of behavior established for the child, against the usual way of life.

Willfulness - manifested in the child’s desire for independence, in the desire to do everything himself.

These are the main crises; there are 3 additional crises:

Protest - rebellion - when all the child’s behavior takes the form of protest. He seems to be in a state of war with those around him. One gets the impression that the child deliberately provokes conflicts in the family.

Devaluation – may be expressed towards adults (child says bad words, is rude) and in relation to previously loved things (tears books, breaks toys).

In a family with an only child, another symptom may be observed - despotism, when the child strives to exercise power over others and subordinate the entire way of family life to his desires. If there are several children in the family, then this symptom may manifest itself as jealousy towards other children. Jealousy and despotism have the same psychological basis - children's egocentrism, the desire to occupy the main, central place in the life of the family.

Already from the first days of life, a child has some primary needs, dissatisfaction with any of them causes negative experiences, restlessness, anxiety, and satisfaction, on the contrary, joy, increased vitality, etc. During the development process, significant changes occur in the area of ​​needs; if adults do not take these changes into account, this in turn leads to negative manifestations in behavior. Therefore, the reasons for negative behavior must be sought in the social situation of the child’s development, in relations with adults, and above all in the family.

We have already said that during transitional periods of child development, a child becomes relatively difficult to educate, because the system of pedagogical requirements applied to him does not correspond to his new level of development and his new needs.

But this does not mean that crises are obligatory; they may not exist at all if the child’s mental development does not develop spontaneously, but is a reasonably controlled process - controlled by upbringing.

Conclusions:

1. Developmental crises are inevitable and occur at some time in all children, only in some they proceed almost unnoticed, while in others they occur violently and very painfully.
2. Regardless of the nature of the crisis, the appearance of its symptoms indicates that the child has become older and is ready for more "adults" and serious relationships with others.
3. The main development in a crisis is not its negative character, but changes in children’s self-awareness—the formation of an internal social position.
4. The manifestation of a crisis at 6-7 years of age indicates the child’s social readiness for school.

Developmental crises manifest themselves most clearly in the family. This happens because educational institutions work according to certain programs that take into account age-related changes in the child’s psyche. The family is more conservative in this regard; parents tend to take care of their children, regardless of their age.

Therefore, it is not uncommon for educators and parents to have differences of opinion when mothers of 6-7 year old children complain about their child’s stubbornness and self-will, but the educator characterizes him as independent and responsible. Therefore, when symptoms of a crisis appear, it is necessary to take into account, first of all, the opinion of the parents.

The psychological readiness of a child to study at school - readiness to assimilate a certain part of the culture included in the content of education, in the form of educational activities - is a complex structural-systemic education that covers all aspects of the child’s psyche. It includes: personal-motivational and volitional spheres, elementary systems of generalized knowledge and ideas, some learning skills, abilities, etc.

As a result of many years of experimental and theoretical research, analysis of the processes of mastering reading, writing and mathematics by primary school students, educationally important qualities were identified that form the structure of children’s psychological readiness for learning at school, and their relationships.

Basic qualities in the structure of psychological readiness for school at the beginning of education:

Motives of the teaching:

• social motives (based on an understanding of the social significance and necessity of learning and the desire for the social role of the student “I want to go to school because all children should study” ) – the child is engaged in class because it is important and necessary.
• educational and cognitive motives (interest in new knowledge, desire to learn something new)– engages only when he is interested.
• evaluative motives “I want to go to school because I’ll get straight A’s” ) – studies because the teacher praises him.
• positional motives – (“I want to go to school because... There are big children there, and little ones in the garden, they will buy me notebooks, pencils, etc. d." ) – engages in activities when there are a lot of paraphernalia and aids in the lesson.
• motives external to school and learning (“I’ll go to school because... mom said so" ) – engages in activities when the teacher insists on it.
• game motive (“I want to go to school because there I can play with other children” ) – the child engages with pleasure when the activity is structured in the form of a game.

Students with a dominant social motive are characterized by a responsible attitude to learning.

Students with a dominant cognitive motive are characterized by high educational activity.

Forming motives for learning and a positive attitude towards school is one of the important tasks of the teaching staff of kindergartens in preparing children for school.

The work must be aimed at solving 3 problems:

1. formation of correct ideas about school and learning.
2. formation of the correct positive emotional attitude towards school.
3. formation of educational experience.

What work needs to be done?

Excursions to the school, conversations about the school, reading stories and learning poems about the school, drawing the school. It is important to show children an image "good" And "bad" student. Subdue yours "Want" word "necessary" , the desire to work and finish what you start, learn to compare your work with a model and see your mistakes, adequate self-esteem - all this is the motivational basis of school teaching and is also formed in family education (working with parents). It is necessary for the child to develop the ability to listen and carry out the teacher’s instructions. You need to pay attention to:

• Is the child listening carefully?
• Does he listen to the task to the end?
• tries to follow the adult’s instructions as accurately as possible
• Can you ask a question for clarification?
• whether he recognizes the authority of an adult and has a positive attitude toward interacting with him.

Visual analysis (creative thinking)

In the mental activity of older preschoolers, three main types of thinking are represented: visually-effective, visually-figurative and logical. (conceptual). In older preschool age, imaginative thinking plays a leading role in understanding the surrounding reality. (i.e., the solution of practical and cognitive problems is carried out by the child with the help of ideas, without practical actions). Next comes the transition from visual thinking to conceptual thinking, and here psychologists distinguish figurative – schematic thinking. This makes it possible to widely use models and diagrams in working with children. Many types of knowledge that a child cannot learn after a verbal explanation from an adult, he easily learns if tasks are given in the form of actions with models or diagrams (for example, a plan of a room, area; a schematic representation of a part and the whole, various symbols, etc.). Children with insufficiently developed visual analysis at school may experience difficulties: replacing letters that are similar in spelling; in mastering mathematics, confusing letters when reading, etc. In the process of specially organized activities and training "visual analysis" It is easy to train in children 6-8 years of age, but at an older age it is much more difficult to develop. Therefore, one of the most important tasks in the work of kindergarten and family is to organize the activities of older children in such a way as to ensure the full development of imaginative thinking and visual analysis. What games and exercises can you use? Magic square, Columbus egg, Tangram, puzzles with sticks, drawing by dots, drawing by squares, finishing an unfinished drawing, connecting dots with straight lines, shading elements of a picture.

• Prerequisites for logical thinking (generalization level).

The assimilation of systematized knowledge and generalized methods for solving educational problems in the process of schooling presupposes the development in children of the prerequisites for logical thinking, in particular the ability to combine objects and phenomena of reality on the basis of identifying their essential properties.

By the end of preschool age, children can make logically correct generalizations based on visual cues and begin to use verbal generalizations (i.e., they not only correctly exclude the lines of an object, but also name the remaining images with a generalizing word. Use games "The Fourth Wheel" , "Classification of geometric shapes" etc. A low level of development of the ability to generalize can cause difficulties in mastering educational material at school.

• Ability to accept a learning task

Acceptance of a task includes two aspects: the desire to complete the task set by the teacher and understanding of the task, i.e. understanding of what needs to be done. Indicators of readiness for learning at school: the child’s acceptance and understanding of the tasks assigned to him, focus on the quality of the task. Rejection and (or) lack of understanding of tasks, focus on the speed of completing a task, without taking into account quality, can be considered as one of the indicators of unpreparedness for learning at school.

• Introductory skills (some basic speech, mathematical and educational knowledge and skills)

A sufficient level of introductory skills facilitates the child’s adaptation to school, and the acquisition of more complex knowledge is considered as one of the indicators of readiness for school. At school, mastering knowledge, skills and abilities is the conscious goal of a student’s activity, the achievement of which requires certain efforts and some basic knowledge. In the preschool period, children acquire knowledge mostly voluntarily, in the types of activities familiar to them. Learning to read and write must begin with the development of phonemic awareness (ability to correctly hear and identify all speech sounds) and correct pronunciation (articulation of speech sounds). Many children do not speak clearly, but in most cases, incorrect pronunciation of speech sounds is a consequence of the habit of sluggishly and unclearly pronouncing individual sounds, and the teacher needs to monitor this, reminding the child that it is necessary to speak clearly and clearly.

• Graphic skills

Graphic skills - it should be remembered that the need "write in writing" in preschoolers it is expressed to a lesser extent than interest in reading. Without encouragement and help from an adult, 60-7 year old children practically do not learn writing skills (they like to memorize letters more and master reading skills). The formation of interest in graphic exercises should begin in play activities, setting play tasks for the child at the beginning: “draw a pattern by cells” , “connect the dots, etc.” . To develop fine motor skills of the hands, various techniques and exercises are used. Starting from 4-5 years old, it is necessary to introduce simple shading tasks (strokes are even, straight, with equal pressure, do not go beyond the outline, preferably with colored pencils).

In the 6th year they teach various methods of shading (top - down - vertical; left - right - horizontal; top - down - inclined; balls - circular movements; semicircles - fish scales; large loops).

• Arbitrariness of activity regulation (with step-by-step instructions from an adult)

Insufficient development of this educational quality "arbitrariness of regulation" from the first days of school significantly complicates the process of assimilation of knowledge and the formation of educational activities. These students are disorganized, inattentive, restless, do not understand the teacher’s explanation well, make a large number of mistakes when working independently and do not see them, constantly forget their school supplies at home, etc. Games and exercises that can be used to develop this quality: completing tasks according to the verbal instructions of an adult (you need to listen to the task and complete it), Graphic dictations "Draw by dots" , “Draw by cells” , "Pick up some mittens" (selection based on several criteria according to the teacher’s instructions.”

• Learning ability (receptivity to teaching assistance)

At the heart of the concept "learnability" lies the position of L.S. Vygotsky about "child's zone of proximal development" , which determines his ability, in collaboration with an adult, to acquire new knowledge, rising to a new level of mental development.

Psychologist Kostikova suggested distinguishing between 5 types of help:

1. Stimulating – activation of the child’s own strengths (think, look carefully)
2. Emotional - regulatory - positive and negative assessment of activity “Well done, very good, You didn’t think, wrong.
3. Guide – setting a goal, repeating instructions “Remember what needs to be done”
4. Organizer – control of the child’s actions (how is it different? How to call it in one word?)
5. Educational – an explanation of how to perform a task.

It is on the development of these qualities that special attention should be paid when organizing work with children of senior preschool age in preparation for school.

Considering readiness from the point of view of the organization and content of school education, it is necessary to distinguish between readiness for learning - readiness for specific conditions and the organization of schooling (to learning in the form of educational activities, as opposed to learning in games, in productive activities, etc.) and subject readiness, i.e. readiness to master the knowledge and skills provided for in the relevant sections of the school curriculum.

Yanna Butenko
Consultation for parents “Preparing a preschooler for school”

"Be ready for school– does not mean being able to read, write and count.

Be ready for school means to be ready learn all this"

(Wenger L.A.)

Everyone has it parent child's admission to school causes anxiety and fear. And it is no coincidence, because for a child this is a turning point in life. U preschooler The way of life changes dramatically, he acquires a new status in society - a student.

How to find out is the child ready for school??

Preparation for school– the process is multifaceted. And it should be noted that you should start working with your child not only immediately before entering the school, and far from that, from the youngest preschool age. And not only in special classes, but also in independent activities - in games, in work, in communication with adults and peers.

There are 3 types school readiness:

1) Physical readiness: physical maturation, resistance to stress, flexibility in adapting to a new regime.

2) Pedagogical readiness: knowledge about the world around us, skills and abilities.

3) Psychological readiness: development of cognitive processes (attention, memory, thinking, imagination, hand development and speech development, maturation of emotional and volitional processes.

All types readiness must be harmoniously combined in the child. If something is not developed or not fully developed, then this can cause problems in learning in school, communicating with peers, learning new knowledge, and so on.

To find out Parents, is your child ready for school? and whether he has an interest in learning, the following test will help parents.

1) Does your child want to go to school?

2) Is your child attracted to school then that he will learn a lot there and that it will be interesting to study there?

3) Can your child do anything independently that requires concentration for 30 minutes (for example, collecting constructor?

4) Is it true that your child is not at all embarrassed in the presence of strangers?

5) Can your child write stories based on pictures that are no shorter than five sentences?

6) Can your child recite several poems by heart?

7) Can he change nouns according to numbers?

10) Can he solve simple problems involving subtraction or addition of one?

11) Is it true that your child has a steady hand?

12) Does he like to draw and color pictures?

13) Can your child use scissors and glue (for example, make appliques?

14) Can he assemble a cut-out picture from five parts in one minute?

15) Does the child know the names of wild and domestic animals?

16) Can he generalize concepts (for example, call tomatoes, carrots, onions in one word “vegetables”?

17) Does your child like to study independently - draw, assemble mosaics, etc.?

18) Can he understand and accurately follow verbal instructions?

Possible test results depend on the number of affirmative answers to the test questions.

If it amounts to:

10-14 points - you are on the right track, the child has learned a lot, and the content of the questions to which you answered in the negative will tell you where to apply further efforts;

9 and less - read specialized literature, try to devote more time to activities with the child and pay special attention to what he does not know how to do.

From the moment your child first crosses the threshold schools, a new stage of his life will begin. Try to start this stage with joy, and that this continues throughout his training in school. The child should always feel your support, your strong shoulder to lean on in difficult situations. Become your child's friend, adviser, wise mentor, and then your first-grader in the future will turn into such a person, into such a person of whom you can be proud.

Publications on the topic:

Winter came. Joyful, cheerful, with her own fun and entertainment for our kids. I want to show you how wonderful the conditions are.

I made the presentation together with my daughter, used it in a labor lesson at school, and now it is a visual aid (demonstration material) for.

Dear Colleagues! I want to tell you and show you how we, in our group, together with our parents, began to prepare our group for a new beginning.

Dear Colleagues! Now the time has come to prepare the group for the new school year. We released the preparatory group, and according to tradition, we must.

The other day, while looking through my publications, I realized, to my surprise and regret, that I don’t have a single publication of any kind.

Consultation “Preparing a child for writing” Preparing to write is one of the most difficult stages in preparing a child for systematic learning. This is due to psychophysiological ones.

Prepared by: Bazanova L.A., teacher of the MBDOU Syavsky kindergarten "Bell". Nizhny Novgorod region, Shakhunsky district, village. Syava

ANNOTATION

The time is approaching when the child will go to first grade for the first time. This is a very important period in the development of a child, in the life of every family. The future first-grader needs to know and be able to do a lot; he will have to change his usual way of life, become more responsible and independent.

To make it easier for a child to adapt to school conditions and help him in learning, it is imperative to prepare him properly. This is not only intellectual preparation (the development of memory, attention, logical thinking, the ability to write and read, but also the ability to communicate, listen, give in, negotiate. This article reveals the concept of “preparing children for school” and discusses the tasks facing parents in preparing child to school, appropriate recommendations are given to parents.

Target: assistance to parents of future first-graders.

Tasks: Reveal for parents the basic patterns of developing a child’s interest in learning, adapting him to school conditions, Recommend to parents a set of games aimed at psychologically preparing the child for school.

Is your child ready for school?

Let's consider the main points by which parents can approximately understand whether the child is ready for school and whether there is a need to pay attention to something.

A child’s readiness for school is determined by the following criteria, which must be combined with each other: psychological readiness, physical readiness and cognitive readiness.

Physical fitness

Sitting through 4-5 40-minute lessons and doing homework every day is an unusual task for a preschooler. Therefore, the child must be physically ready for school:

high level of hardening and stability of the body to infections;

correspondence of child physical development indicators(height, weight, muscle mass) to generally accepted standards;

development of fine motor skills(movements of the hands). The higher the development of fine motor skills, the higher the development of the child’s speech and thinking. Therefore, it is very important to start preparing your hand for writing even before school (precisely preparing the hand, not learning to write). Parents should watch how their child draws, and they should be wary of the following points:

If the child turns the sheet in order to color the figure. This means that he cannot change the direction of the line with the help of finger movements;

If in the picture all the objects are depicted very small. This means that the hand is tightly clamped and is in constant tension.

Parents need to help their child prepare the hand muscles for future handwriting; this can be done, for example, in the following simple ways:

Knead dough, clay, plasticine with your fingers, sculpt something.

String beads and buttons onto threads.

Tie knots on thick and thin ropes, laces, etc.

Of course, there are also special games for developing fine motor skills. For example, a game in the shadows, when, by building combinations with your fingers, you can show various shadow figures - a dog, a bunny, a deer, a man.

development of hand-eye coordination. By the age of 6, a child should have developed the ability to isolate individual parts from a picture or object under consideration, which will help him simultaneously look at the object and draw it. At school, this skill is necessary, since many tasks are structured as follows: the teacher writes on the board, and the students must rewrite the task in a notebook without making mistakes.

Drawing plays a special role in the development of visual-motor coordination, since the drawing technique is reminiscent of the writing technique. Thus, parents are required to teach their child how to hold a brush and pencil correctly. At the same time, he should sit straight, without bending over the sheet of paper. Correct landing is extremely important for the formation of correct posture, preservation of vision, and the health of internal organs.

Intellectual readiness (cognitive sphere)

This refers to the child’s general awareness of the objects and phenomena of the world around him, a set of knowledge that will be useful for studying at school.

Parents should pay attention that a child aged 6-7 years should be able to:

Attention. The child's attention must be stable and voluntary.

Do something without distraction for twenty to thirty minutes.

Find similarities and differences between objects and pictures.

Be able to perform work according to a model, for example, accurately reproduce a pattern on your own sheet of paper, copy a person’s movements, and so on.

It's easy to play games that require quick reactions.

Memory. The child must master the techniques of meaningful memorization and reproduction.

Memorizing 10-12 pictures.

Reciting rhymes, tongue twisters, proverbs, fairy tales, etc. from memory.

Retelling a text of 4-5 sentences.

Parents can develop their child's attention and memory with the help of special games. For example, the game “What Is Missing”

What's gone

Several objects and toys are placed on the table. The child looks at them carefully for one to two minutes and then turns away. At this moment, the adult removes one of the objects. The child’s task is to remember which item is missing (for children of older preschool age, a more complex option is offered - with the disappearance of two or more toys). This game has another option. The child needs to remember the location of the toy among others, and after the adult breaks this order, return it to its original place. The reverse version is also possible - the game “Who came to us? ”, when an adult does not remove, but adds an object or several objects.

Thinking. The child must be able to reason, draw conclusions, find the causes of phenomena, and master logical operations:

Finish the sentence, for example, “The river is wide, and the stream...”, “The soup is hot, and the compote...”, etc.

Find an extra word from a group of words, for example, “table, chair, bed, boots, chair”, “fox, bear, wolf, dog, hare”, etc.

Determine the sequence of events, what happened first and what happened next.

Find inconsistencies in drawings and fable poems.

The development of imaginative thinking is facilitated by such activities as drawing, modeling, listening to fairy tales, and designing. Parents can also develop their child’s thinking with the help of special games. For example, the game “Say it in different words.”

Call it in different words.

The child is shown a toy bear and asked: What words can you call a bear so that everyone will guess that it is small? (Teddy bear, bear, little bear). The adult encourages the child with the words: Well done! These are the words you used to describe the bear!

Speech and speech hearing.

Compose sentences from several words, for example, cat, yard, go, sunbeam, play.

Recognize and name a fairy tale, riddle, poem.

Compose a coherent story based on a series of 4-5 plot pictures.

Listen to a reading, a story from an adult, answer basic questions about the content of the text and illustrations.

Distinguish sounds in words.

As games for speech development, you can offer, for example, the game “How to say it differently.”

How to say it differently .

We teach children to select synonyms for given words: A strong person (strong man), a cowardly person (a coward, heavy rain (rain).

Composition of numbers. Visually compose numbers within 10 of units, explain that, for example, 5 is 1, 1, 1, 1 and another 1, or 1 0 consists of 10 units.

Comparison of numbers. Arithmetic signs ">", "< », «= ».

Dividing a circle, a square in half, four parts.

Orientation in space and a sheet of paper: right, left, above, below, above, below, behind, etc.

Orientation in time. To navigate the time of day (morning, afternoon, evening, night, their sequences, as well as in such concepts as yesterday, today, tomorrow, understand the meaning of these words. He must know the sequence of days of the week, name what day is today, what was yesterday what it will be like tomorrow, combining these concepts into one is all the days of the week.

The world.

Know the basic colors, domestic and wild animals, birds, trees, mushrooms, flowers, vegetables, fruits and so on.

Name the seasons, natural phenomena, migratory and wintering birds, months, days of the week, your last name, first name and patronymic, the names of your parents and their place of work, your city, address, what professions there are.

Psychological readiness

Psychological readiness includes two components: personal and social, emotional-volitional.

Personal and social readiness presupposes:

The child must be sociable, that is, be able to communicate with peers and adults; there should be no aggression in communication, and in case of a quarrel with another child, he should be able to evaluate and look for a way out of a problematic situation; the child must understand and recognize the authority of adults;

Tolerance; this means that the child must respond adequately to constructive comments from adults and peers;

Moral development, the child must understand what is good and what is bad;

The child must accept the task set by the teacher, listening carefully, clarifying unclear points, and after completion he must adequately evaluate his work and admit his mistakes, if any.

Emotional-volitional readiness child to school involves:

The child’s understanding of why he goes to school, the importance of learning;

Interest in learning and acquiring new knowledge;

The words and actions of adults play a big role in the desire to learn. Create only a positive picture of your upcoming school life.

The child’s ability to perform a task that he does not quite like, but the curriculum requires it;

Perseverance is the ability to listen carefully to an adult for a certain time and complete tasks without being distracted by extraneous objects and activities.

What else can parents do to prepare their child for school?:

Read books to your child, talk about what you read;

Answer your child’s questions and ask them yourself;

Get ready for school together: choose pens, notebooks, backpack, school uniform;

Create and follow a daily routine (don't forget about exercise);

Prepare a student's workspace at home.

What not to do:

Turn a child into a student ahead of time (a large number of classes exhaust him, depriving him of the opportunity to play and communicate with peers);

Form a negative attitude towards school;

Force someone to rewrite completed work several times.

The main thing that parents can and should do is to believe in their child, praise him in case of even small successes and support and help in case of failures (but not do his work for him).

Preparing a child for school is not an easy task. And how this task is completed will determine whether the child’s entry into his new school life will be easy or difficult.

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“I’m a first-grader!” Recommendations for parents on preparing children for school

The time is not far off when your child will cross the threshold of school. Is your child ready for such a serious stage in his new life? Is he ready to learn new things, does he know how to listen to an adult, does he show effort when completing tasks, does he adhere to the established rules? I think these questions concern every loving parent. What to do if the child doesn’t know, doesn’t know how, can’t? I bring to your attention several recommendations that will help you prepare your child for school in an interesting way. When working with your child, go from simple to complex. And one more thing - remember the golden rule “Repetition is the mother of learning” (you need to play the same game with your child at least 5 times so that he fully understands the rules and understands the content of the game). So where to start?

1.

Help your child learn his personal information

: surname, first name, patronymic (full name, date of birth; full name of mother and father, brothers and sisters, where and who the parents work for; home address, phone number.

2.

Pay special attention to developing your perception of the world around you

Observation; holistic perception (game “Tangram” - teach how to collect pictures from geometric shapes; cut-out pictures (10-12 parts, mosaic and construction set according to a diagram, according to a sample, according to a display. Play “Wonderful Bag” - this game is aimed at developing a holistic perception of an object , figurative memory, tactile sensations).

The long-awaited summer is ahead - with your children, look at everything that is in sight (trees, bushes, flowers, birds, insects; cars and trucks, buses, stones, branches, etc. Pay attention to natural phenomena: rain, hail, rainbow, storm wind) and analyze, compare, find similarities and differences, etc. Here I would like to remind you of another rule of upbringing: “A child is taught not by words, but by the actions of parents.” If you, while walking along the dam, pay attention to a birch, poplar or aspen, tell your child about their characteristics, similarities and differences, then after some time the child will also delight you with his knowledge. If you silently pass by objects of knowledge, then the child will not be able to tell you anything. The main task is to help the child understand the objective world around him, to realize that every object and every phenomenon has its own correct name and purpose.

3.

Develop visual, effective and logical thinking

: learn to analyze a picture, a situation; teach to reason, establish cause-and-effect relationships (what happened first, what happened next, what will happen if, and what would you do? - situations from life, from books). Be a role model for your child - provide complete answers to his questions. Learn to write a story (one picture at a time, a series of pictures). The child must be able to give a title to the story and sufficiently fully reflect the plot of the picture, using common sentences. The story must consist of at least 7 sentences.

4.

Develop your perception of space

(left-right, up-down, forward-backward, etc.) ; counting addition and subtraction within 10 (for example: 3+2-1+3-2=). Learn to solve problems, for example: there were 3 tulips and 2 daffodils growing in a flowerbed. How many flowers were there in the flowerbed? One tulip was picked. How many flowers are left? Help your child write down the solution (3+2=5; 5-1= 4).

5.

Develop phonemic awareness

Learn to conduct sound-letter analysis of words; make words from a certain set of letters, for example: R O M A SH K A - Roma, Masha, porridge, cancer, bark, etc. Learn to read. Do not rush your child - strive for a complete understanding of the word, sentence, or text read. It is better for a child to read one word, but understand its meaning, than to read the text fluently and at the same time not be able to say what he read.

6.

Play didactic games (special exercises) aimed at stability and concentration

For example: “Don’t say Yes and No and don’t name Colors! " Develop and train your auditory memory through daily reading books, memorizing poems, riddles, proverbs, sayings and sayings. The exercise game “Mom went to the market and bought: carrots, cabbage….; (7-9 vegetables, 7-9 fruits and berries, 7-9 items of clothing and shoes, etc.). Children really like this game, especially when an adult suddenly “forgets” a word. Try playing more challenging games, such as numbers games. These games are difficult because the child does not have an image of a familiar object in his head, which is why it is more difficult to remember. You name a series of numbers (3-8-1; 2-4-6-8, etc.), and the child repeats them. Next comes another complication: you say a series of numbers, and the child pronounces them in reverse order. For example: you say 2-8 (3-5-2, 2-4-3-5, and the child repeats these numbers in reverse order - 8-2 (2-5-3, 5-3-4-2).

7.

Engage in productive activities

(modeling, drawing, appliqué, mosaic, design - according to a sample, diagram, according to display). Since we are talking about preparing for school, it is necessary to help the child understand the principle of “imitation of a model.” The student needs to rewrite the text of the problem, redraw the geometric shapes, and cut them out exactly as shown in the book. For some younger schoolchildren, these tasks are given with great difficulty, and all because the child does not know how to imitate. Therefore, dear parents, regularly plan your child’s productive activities, teach him to finish what he has started. And most importantly, rejoice in your child’s successes, even the smallest ones.

8.

Develop your imagination in verbal and productive creativity

Together with your children, come up with interesting descriptive riddles based on a picture, a toy, or from memory; stories and fairy tales on a given topic (“I’m at home”, “Visiting grandma”, “Birthday”, “Favorite ball”, “Sly fox”, etc., according to the first sentence (“I’ll start, and you continue ... "). I recommend writing everything down and re-reading it - it broadens the child’s horizons, promotes the development of memory, perception of prose and poetry.

To develop imagination in productive creativity, you don’t need to prepare anything special. You can use any waste material (boxes, sticks, napkins, threads, cotton wool, foam rubber, buttons, foliage, etc.). Many parents will say: “Trash,” but I’m telling you – this is an invaluable material for creativity! Help your child see a “ballerina” in a crooked branch, a “bus” in a box, “fluffy clouds” in a piece of cotton wool...

When you want silence and cleanliness, offer your child the “Magic Figure” exercise (you offer the child a sheet with a drawn figure: circle, square, triangle, dot, wavy line, etc. and invite him to finish drawing it so that it turns out to be a real object).

9.

Pay special attention to the formation of school motivation

Unfortunately, not all children are properly motivated: some go to school because they will have many friends there, other children are attracted by a bright school bag and school supplies, and others are confident that they will only get straight A's in school. Now think about it, dear parents, what will happen if your child cannot make friends, quickly loses interest in school supplies, and cannot be successful in school? The child will begin to develop psychosomatic health problems (tearfulness, irritability, increased fatigue, and a persistent reluctance to go to school will appear. Your task is to set the child up for upcoming educational activities. Tell your child interesting incidents from your school life, when talking with the child, refer to school subjects , with a feeling of gratitude and pride, talk about your school teachers. Set up your child for painstaking, time-consuming, but such exciting work - learning new and interesting things.

10.

Build adequate self-esteem in your child

Praise him for completing the task correctly, thank him for the help he has given you, support his initiatives, never do for him what he can already do himself. Sincerely communicate with your child, do not compare him personally (his work) with other children, help him to be successful in many areas of activity (as you know, one success certainly leads to the next success).

And most importantly, enjoy every opportunity to spend time together, take small steps towards great success - this will help you better understand your child, make friends with him, and realize his true capabilities and abilities.

as a new form of power over their child.

And for parents, a child is always a part of themselves,

and the most unprotected part.”

A. I. Lunkov.

The school has recently undergone major transformations, new programs and standards have been introduced, and its structure has changed. Increasingly high demands are placed on children entering first grade. The development of alternative methods at school allows children to be taught according to a more intensive program.

The most important task of the preschool education system is the comprehensive development of the child’s personality and preparing him for school. The high demands of life for the organization of education and training intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the requirements of life.

A child’s readiness for school is determined by his general, intellectual, psychological and pedagogical preparation. Psychological readiness for school does not arise in children on its own, but is formed gradually and requires correct pedagogical guidance, that is, specially organized direct educational activities with the child.

1. Psychological and physiological readiness of the child for schooling.

Preparing children for school is a multifaceted task that covers all areas of a child’s life. One of its most important aspects is psychological readiness for school.

2. Preparing a preschooler for school in the family.

Psychological preparation of children for school in the family is absolutely necessary. The following conditions are identified for the full mental development of a child and his preparation for academic work:

The main requirement is the child’s constant cooperation with other family members.

The next condition for successful upbringing and development is the development in the child of the ability to overcome difficulties. It is important to teach children to finish what they start. Many parents understand how important it is for a child to want to learn, so they tell their child about school, about teachers and about the knowledge acquired at school. All this creates a desire to learn and creates a positive attitude towards school. Next, you need to prepare the preschooler for the inevitable difficulties in learning. The awareness that these difficulties can be overcome helps the child to have a correct attitude towards his possible failures.

Parents must understand that the main importance in preparing a child for school is his own activities. Therefore, their role in preparing a preschooler for school education should not be limited to verbal instructions; adults must guide, encourage, organize activities, games, and feasible work for the child.

Another necessary condition for preparing for school and the comprehensive development of a child (physical, mental, moral) is the experience of success. Adults need to create for the child such conditions of activity in which he will definitely meet with success. But success must be real, and praise must be deserved.

Of particular importance in the psychological development of a schoolchild is the enrichment of the emotional-volitional sphere, the education of feelings, and the ability to focus one’s behavior on others. The growth of self-awareness is most clearly manifested in self-esteem, in the way the child begins to evaluate his achievements and failures, focusing on how others evaluate his behavior. This is one of the indicators of psychological readiness for schooling. Based on correct self-esteem, an adequate reaction to censure and approval is developed.

The formation of cognitive interests, enrichment of activities and the emotional-volitional sphere are prerequisites for preschool children to successfully master certain knowledge, skills, and abilities. In turn, the development of perception, thinking, and memory depends on the child’s mastery of methods of acquiring knowledge and orientation of activities, on the direction of his interests, on the arbitrariness of behavior, i.e., volitional efforts.

When preparing for school, parents should teach their child to compare, contrast, draw conclusions and generalizations. To do this, a preschooler must learn to listen carefully to a book or an adult’s story, to express his thoughts correctly and consistently, and to construct sentences correctly.

Parents must remember that the child’s need to be read to, even if he has already learned to read on his own, must be satisfied. After reading, it is important to find out what and how the child understood. This teaches the child to analyze the essence of what he read, raise the child morally, and in addition, teaches coherent, consistent speech, and consolidates new words in the dictionary. After all, the more perfect a child’s speech, the more successful his education at school will be. Also, in the formation of children’s speech culture, the example of parents is of great importance. Thus, as a result of the efforts of parents, with their help, the child learns to speak correctly, which means he is ready to master reading and writing at school.

A child entering school must have developed and at the proper level aesthetic taste, and here the primary role belongs to the family. Aesthetic taste also develops in the process of attracting the preschooler’s attention to the phenomena of everyday life, to objects, and the everyday environment.

The development of thinking and speech largely depends on the level of development of the game. The game develops the process of substitution, which the child will encounter at school when studying mathematics and language. While playing, a child learns to plan his actions, and this skill will help him in the future move on to planning educational activities.

You also need to learn how to draw, sculpt, cut, paste, and design. By doing this, the child experiences the joy of creativity, reflects his impressions, his emotional state. Drawing, designing, modeling open up many opportunities for us to teach a child to see, analyze surrounding objects, correctly perceive their color, shape, size, relationship of parts, their spatial relationship. At the same time, this makes it possible to teach the child to act consistently, plan his actions, and compare the results with what is set and planned. And all these skills will also turn out to be extremely important in school.

When raising and teaching a child, you should remember that you cannot turn classes into something boring, unloved, imposed by adults and not necessary for the child himself. Communication with parents, including joint activities, should bring pleasure and joy to the child.

3. Pedagogical assistance from the kindergarten in preparing the child for schooling

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

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

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

The work of a teacher in direct educational activities to develop readiness for school includes:

1. Developing in children the idea of ​​classes as an important activity for acquiring knowledge. Based on this idea, the child develops active behavior in class (carefully completing tasks, paying attention to the teacher’s words);

2. Development of perseverance, responsibility, independence, diligence. Their maturity is manifested in the child’s desire to acquire knowledge and skills, and to make sufficient efforts for this;

3. Fostering a preschooler’s experience of working in a team and a positive attitude towards peers; mastering ways to actively influence peers as participants in common activities (the ability to provide assistance, fairly evaluate the results of peers’ work, tactfully note shortcomings);

4. Formation of children's skills of organized behavior and educational activities in a group setting. The presence of these skills has a significant impact on the overall process of moral development of the child’s personality and makes the preschooler more independent in choosing classes, games, and interest activities.

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

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

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

The qualities required by a schoolchild cannot be developed outside the process of schooling. Based on this, psychological readiness for school lies in the fact that a preschooler masters the prerequisites for their subsequent assimilation. The task of identifying the content of psychological readiness for school is the task of establishing the prerequisites for the actual “school” psychological qualities that can and should be formed in a child by the time he enters school.

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

Only the combined efforts of educators, teachers, and parents can ensure the comprehensive development of a child and proper preparation for school. The family is the first and most important environment for a child’s development, however, the child’s personality is formed and developed in a preschool institution. In practice, the best effect on a child’s development is the unity of influences from family and kindergarten.

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Using new forms of working with parents when preparing children for school

“The way childhood passed, who led the child by the hand during his childhood years, his mind and heart from the world around him - this decisively determines what kind of person today’s child will become.”

/IN. A. Sukhomlinsky /

In accordance with the Law of the Russian Federation “On Education” and the Model Regulations on a Preschool Educational Institution, one of the main tasks facing a kindergarten is “interaction with the family to ensure the full development of the child.”

Today, all experts recognize the importance of involving parents in participating in the work of a kindergarten, but there is a certain disharmony in the actual relationship between educators and parents. Both personal and professional factors can hinder the development of these relationships: lack of time, feelings of inadequacy, ethnic stereotypes, feelings of resentment - all of these can lead to the formation of personal and professional biases that prevent families from becoming active participants in the upbringing of their children.

Therefore, educators must take the initiative and understand how to interact with each individual family for the benefit of the child. Using a personalized approach to parent involvement, a variety of ways can be developed to involve the majority of families.

There are five levels of parental involvement:

1. providing one-time assistance;
2. Parents' abilities are used from time to time during classes;
3. parents become volunteer helpers on a permanent basis;
4. parents help determine the main directions of work in the group;
5. parents participate in the discussion of broader issues, the solution of which should have a beneficial effect on the work of the kindergarten and the life of the neighborhood as a whole.

In each of the options, parents have the opportunity to exchange experiences, learning from each other certain skills, so as the work continues, the parents' opportunities will increase. The teacher should always be ready to provide support to parents, regardless of the extent to which they or other members of the child's family choose to participate in the group. Unobtrusive help and support will allow parents who feel confident enough to work independently; for those who are not so confident in their abilities, they will provide an opportunity for further growth and improvement.

In order to positively influence the desire of a particular family to participate in the work of the group, the teacher must know all the parents of his group well and take into account the individual characteristics of not only different families, but also the members of each family.

Relying on the positive qualities of parents and their strengths predetermines success in work. As the relationship develops, trust grows, and parents acquire certain authority, using the opportunities and means necessary to raise the child.

One of the indispensable conditions for raising a child in a preschool educational institution is interaction with the families of the pupils. By interacting with parents, it is possible to achieve results in raising and educating children, preparing them for school, and this interaction is considered as a social partnership, which implies equal participation in the upbringing of the child, both the kindergarten and the family.

A person likes to do what interests him, what he is interested in. Therefore, it is important to interest parents in working in a kindergarten, to show what a kindergarten can do for their children, and to explain the need for close cooperation

We have identified two main areas of interaction with the family in the psychological preparation of children for school:

The first direction is to increase the level of pedagogical competence of parents through special lectures, seminars, manuals, parent corners, individual conversations, group consultations, discussions, round tables.

The second direction is to involve parents in the work of the kindergarten through the organization of leisure activities.

Considering that adults in modern society do not have extra time, work needs to be organized compactly but efficiently.

Basic principles of organizing work with families:

• Openness of the kindergarten for the family (each parent is provided with the opportunity to know and see how his child lives and develops);
• Cooperation between teachers and parents in raising children;
• Lack of formalism in organizing work with families;
• Creation of an active developmental environment that provides unified approaches to personal development in the family and children's team;
• Diagnosis of general and specific problems in the upbringing and development of a child.

The forms of interaction that are used with parents in kindergarten are divided into collective, individual and visual information.

Non-traditional forms of communication with parents:

• Joint leisure, holidays.

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Brief description of the document:

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

The teacher’s work in classes to develop readiness for school includes:

1. Developing in children the idea of ​​classes as an important activity for acquiring knowledge. Based on this idea, the child develops active behavior in class (carefully completing tasks, paying attention to the teacher’s words);

2.Development of perseverance, responsibility, independence, diligence. Their maturity is manifested in the child’s desire to acquire knowledge and skills, and to make sufficient efforts for this;

3. Fostering a preschooler’s experience of working in a team and a positive attitude towards peers; mastering ways to actively influence peers as participants in common activities (the ability to provide assistance, fairly evaluate the results of peers’ work, tactfully note shortcomings);

4.Formation in children of skills of organized behavior and educational activities in a group setting. The presence of these skills has a significant impact on the overall process of moral development of the child’s personality and makes the preschooler more independent in choosing classes, games, and interest activities.

Raising and teaching children in kindergarten is educational in nature and takes into account two areas of children’s acquisition of knowledge and skills: the child’s extensive communication with adults and peers, and the organized educational process.

In the process of communicating with adults and peers, the child receives a variety of information, among which two groups of knowledge and skills are distinguished. The first provides knowledge and skills that children can master in everyday communication.

The second category includes knowledge and skills that children must learn in the classroom. During classes, the teacher takes into account how children learn program material and complete assignments; checks the speed and rationality of their actions, the presence of various skills and, finally, determines their ability to observe correct behavior.

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

It is also important to cultivate in a child curiosity, voluntary attention, and the need to independently search for answers to questions that arise. After all, a preschooler whose interest in knowledge is not sufficiently developed will behave passively in the classroom, it will be difficult for him to direct effort and will to complete tasks, master knowledge, and achieve positive results in learning.

Of great importance in preparing children for school is the cultivation of “social qualities” in them, the ability to live and work in a team. Therefore, one of the conditions for the formation of children’s positive relationships is the teacher’s support for children’s natural need for communication.

Communication must be voluntary and friendly. Communication between children is a necessary element of preparation for school, and kindergarten can provide the greatest opportunity for its implementation.

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Understanding the importance of preparing children for school, I offer recommendations to parents that will help a preschooler calmly move to the next stage of his life.

1. Remember that crises are temporary phenomena, they pass, they need to be survived, like any other childhood illnesses.

2. Know that the reason for the acute crisis is the discrepancy between the parental attitude and requirements and the desires and capabilities of the child, so you need to think about whether all the prohibitions are justified, and whether it is possible to give the child more freedom and independence.

3. Try to change your attitude towards the child, he is no longer small, pay close attention to his opinions and judgments, try to understand him.

4. The tone of order and edification at this age is ineffective; try not to force, but to convince, reason and analyze with the child the possible consequences of his actions.

5. If your relationship with your child has become an ongoing war and endless scandals, you need to take a break from each other for a while: send him to relatives for a few days, and when he returns, make a firm decision not to scream or lose your temper during come what may.

6. As much optimism and humor as possible when communicating with children, it always helps!

Strategy for positive assessment of a child:

1. Positive assessment of the child as a person, demonstration of a friendly attitude towards him (“I know you tried very hard”, “You are a smart boy”, etc.).

2. Indications of mistakes made when completing a task, or violations of behavioral norms (“But today you didn’t get the bunny”, “But now you did the wrong thing, you pushed Masha”). Analysis of the reasons for mistakes and bad behavior (“Look at this drawing, the bunny’s head is smaller than its body, but you got it the other way around,” “It seemed to you that Masha pushed you on purpose, but she didn’t do it on purpose”).

3. Discuss with the child ways to correct mistakes and acceptable forms of behavior in a given situation.

4. An expression of confidence that he will succeed (“The bunny will come out beautiful; “He will no longer push the girls”).

To develop the skills needed at school, you can play various games with children aimed at developing and strengthening the necessary qualities and properties (for example: the game “Yes” and “no,” don’t say, don’t take black and white,” the goal of which is develop in children the ability to concentrate and concentrate their attention).

1. Optimization of parent-child relationships: it is necessary that the child grows up in an atmosphere of love, respect, careful attitude towards his individual characteristics, interest in his affairs and activities, confidence and consistency in educational influences from adults.

2. Optimizing the child’s relationships with peers: it is necessary to create conditions for the child to fully communicate with others; if he has difficulties in relationships with them, you need to find out the reason and help the preschooler gain confidence in a group of peers.

3. Expansion and enrichment of the child’s individual experience: the more diverse the child’s activities, the more opportunities for active independent action, the more opportunities he has to test his abilities and expand his ideas about himself.

4. Developing the ability to analyze one’s experiences and the results of one’s actions and deeds: always positively assessing the child’s personality, it is necessary to evaluate the results of his actions together with him, compare with a model, find the causes of difficulties and mistakes and ways to correct them. At the same time, it is important to build confidence in the child that he will cope with difficulties, achieve good success, and that everything will work out for him.

Both children and parents look forward to this event with equal impatience. "We're going to school soon!" - Moms and dads, grandparents say with pride. “I’m already going to first grade!” - your child enthusiastically informs everyone, relatives and strangers.

Finally, the “X” day arrives - the first of September. Your baby happily and proudly walks ahead of you, carrying on his shoulders his very first backpack, filled to overflowing with the very first school supplies in his life. The first bell rings. and now the first-graders sit down at their desks... probably at this moment they begin to understand how serious school is.

How moving it is - children and school.

One day, on a far from perfect day, our schoolboy with tears in his eyes says, “I won’t go to school anymore!” You are at a loss, the child is crying and flatly refuses to get ready for school. What is the reason?

There can be a great many explanations for this - from the fear of being left alone, without parental support, to conflicting relationships with classmates and teachers. But the most common reason for children’s reluctance to go to school is that they find themselves in an unusual environment and cannot adapt to it or find their place in a new team.

Hence, a frequent consequence is their fear of going to school; children stubbornly refuse to go there. Here. First of all, it is necessary to find out the real reason for the refusal. But, be that as it may, under no circumstances should the child be allowed to stay at home.

Even if the reasons why he does not want to attend school are quite real and objective. His fear will only become stronger, and it may also add to the delay in the program, which is extremely undesirable.

You must be firm and persistent in your commitment to getting your child back into the classroom. A child, especially a small one, does not yet have the motivation that would justify attending school. Children go to school, obeying their parents.

Therefore, if they do not want to go to school, it is the parents who must explain the need to attend.

It is enough for a preschool child to explain that there he can learn a lot of new and interesting things. You can explain to older children that without education the path to the future will be closed for them, or refer to the law according to which all children are required to receive at least a basic education.

Of course, parents should visit the school where their child is studying from time to time. Parents have the power to instill in their child sympathy for the teacher. You may well tell him that you personally really like his mentor.

Children tend to reciprocate kind feelings. If they are confident in the teacher's disposition, this will help them overcome the barrier they have in communicating with a new person.

While your child is small, do not leave him in the school yard, walk him to class, let the teacher meet him. Over time, the negative reaction to the school will subside. Be sure to ask the teacher how he behaves after you leave.

If his tears stop immediately after you disappear from his sight, you can stop worrying - the adaptation has been successful.

But it also happens that children who have willingly attended school for several years refuse to go to school. In this case, a heart-to-heart conversation is inevitable. You need to find out what is bothering the child.

It wouldn't hurt to talk to the teacher either. An attentive teacher will definitely notice that something is wrong and share with you his thoughts about the reason for your child’s reluctance to go to school.

Anything can happen here - failure in subjects, conflict between students, and first love. There are countless options. The home environment is also important.

Family troubles, parental divorce, death of someone close – all this affects the child’s ability and desire to learn. Be sure to tell him the whole truth - lying can only make things worse.

Explain that family matters are one thing, but studying is a completely different matter, that you will definitely cope with difficulties, and the best thing he can do in a difficult moment for the family is to relieve you from worrying about his progress.

However, parents should know: how well and with what pleasure your child learns depends not only on his intelligence. The attitude of parents towards his teacher largely determines the child’s school success. After all, it is from this person that he will have to learn a lot; the child’s mood at school and his desire to learn will depend on him.

Never, under any circumstances, allow yourself to make disparaging comments about your child’s mentor. Try to establish warm relationships with teachers, achieve mutual understanding with them.

At the end of the day, they want the same thing as you - for your child to become a well-educated person. Be understanding with your child's teachers. You know how difficult it is to show justice and achieve discipline when dealing with even two children, and there are not two of them in the class, and not even four, but much more.

It will be easier for a child to accept criticism from a teacher if he knows that you respect him and have a positive attitude towards him. Children always pay great attention to criticism from a person they like and try to change their behavior.

Teachers are people too. They will be more accepting of parental criticism if they see that they are treated with friendliness and without prejudice.

Try to be objective about your children’s stories - they tend to denigrate the “unfair teacher” and whitewash themselves, the “innocent victim.” Strive to understand and find the truth. As a rule, it is somewhere in the middle.

Be friendly, accommodating, try not to express claims in an aggressive manner, it is better to veil your feelings by expressing demands in the form of wishes and requests. Praise the teacher more often, thank him for his excellent teaching. say that your child is delighted with the methods of presenting the material - all this will flatter him and set him up for a friendly attitude towards you and your child.

and in fact, a child of such nice people cannot be a slob, right? If you have a good attitude, the teacher will meet you halfway.

Don't let your child get bored during class. If a child has fun learning, he will learn better. Interest is the best of motivations; it makes children truly creative individuals and gives them the opportunity to experience satisfaction from intellectual knowledge.

Repeat the exercises. The development of a child's mental abilities is determined by time and practice. If an exercise doesn't work out for you, take a break, return to it later, or offer your child an easier option.

Don't be overly concerned about not making enough progress, not making enough progress, or even regressing a little.

Be patient, do not rush, and do not give your child tasks that exceed his intellectual capabilities.

When working with a child, moderation is needed. Do not force your child to do the exercise if he is fidgety, tired, or upset; do something else. Try to determine the limits of your child's endurance and increase the duration of classes by a very small amount of time each time.

Give your child the opportunity to sometimes do something he likes.

Preschool children do not perceive strictly regulated, repetitive, monotonous activities well. Therefore, when conducting classes, it is better to choose a game form.

Develop your child’s communication skills, spirit of cooperation and teamwork; Teach your child to be friends with other children, to share successes and failures with them: all this will be useful in the socially difficult atmosphere of a comprehensive school.

Avoid disapproving assessments, find words of support, praise your child more often for his patience, perseverance, etc. Never emphasize his weaknesses in comparison with other children. Build his confidence in his abilities.

And most importantly, try not to perceive working with your child as hard work, rejoice and enjoy the communication process, and never lose your sense of humor. Remember that you have a great opportunity to make friends with your child.

And some more tips for parents:

1. DON’T POWER YOURSELF WITH NEW INFORMATION

During the remaining time you will not pull up any “tails”. And if you press your child with reading and counting, you can cause negative emotions in him about school.

They, recognizing the “material,” try to tell the narrator what will happen next, correcting him if he made an inaccuracy. This develops activity in them, and then it will be absolutely easy for them to express their “adult” opinion already in the first lesson.”

2. TELL POSITIVE STORIES FROM YOUR SCHOOL LIFE

It is important to form a positive attitude towards school in the future student. If a child wants to learn and is sure that school is interesting, then the inevitable stress associated with new rules and daily routine, an abundance of unfamiliar people, will be successfully overcome. To do this, often tell your child funny stories from your school life.

3. DON'T FOCUS ON GRADES

Many parents make a grave mistake when they begin to intimidate: “Read, otherwise you will bring me bad marks.” It is important to focus the child’s attention on the learning process (you will learn a lot of new things, you will make new friends, you will become smart), and not on the result of good grades, which are generally better not to be mentioned, especially since they are not given in the first grade.

4. DON'T BE SCARED BY SCHOOL

Under no circumstances should you talk in front of your child that his childhood is “over”, don’t feel sorry for him: they say, poor thing, everyday work begins.

Don't even joke about school. You should also not discuss upcoming expenses in front of your child, lamenting the high cost of uniforms or stationery.

5. BUY SCHOOL SUPPLIES WITH YOUR CHILD

You need to buy a briefcase and all school supplies with your child, then he becomes involved in the process of preparing for the first of September. Let the child choose his own pencil case, pens, pencils and rulers, and notebooks with a colorful design on the cover.

When you come home, don’t hide your purchases in the closet - give them to your child so that he gets used to things that are new to him. Let him collect a briefcase, carry it around the apartment, lay out notebooks and pencils on the table, then the teacher’s simple instructions: “Get a red pen or a lined notebook” will not cause difficulties for the child: he will clearly know where he has everything.

It is also good to take your child to the school of your choice if you have not already done so. Take a walk near the school. This way the baby will get used to the new place faster.

6. PLAY SCHOOL

Let all your child’s toys go to first grade, and let his favorite one become a teacher. In such a game, you can explain the basic school rules: how to sit at a desk, how to answer in class, how to ask to go to the toilet, what to do during recess (15-minute “lessons” should alternate with five-minute “recess”).

7. START LIVING WITH A NEW DAILY ROUTINE

A month before school, you need to smoothly adjust your daily routine to the new routine. Try to ensure that your child goes to bed no later than ten in the evening and gets up at 7-8 in the morning. It is very important to formulate in your child an idea of ​​what needs to be done in the morning and in the evening.

To do this, it is good to use a cork or plastic board on the wall, where you can attach pieces of paper, write, or draw.

First, try to clearly explain what needs to be done before going to bed: pack your briefcase, prepare your clothes (panties, T-shirt, socks), check if your uniform is clean. It is better to indicate all these actions with drawings: a briefcase, things laid out on a chair.

In anticipation of the first of September, perform this ritual while playing. Let the child collect his children's books in a briefcase and put his clothes on a chair.

Using drawings, you can also depict your morning routine: wash your face, get dressed, eat, brush your teeth, put on your school uniform, clean your shoes, leave the house. All this will help the baby better understand how his day is structured.

8. MAKE YOUR BABY FRIENDS WITH A CLOCK

A skill necessary for school is time orientation. If your baby doesn't know what time it is yet, teach him this. Many children find it easier to navigate using an electronic clock.

The baby should know what a quarter of an hour, half an hour, an hour later means. Hang a large clock in the nursery (any clock, as long as the child can tell the time by it). While reading, playing or eating, you can put a clock on the table and draw the child's attention to what time the activity began and what time it ended.

9. MORE TEAM GAMES

At school there are rules that must be followed: sit at your desk, stand up when the teacher allows, do not shout. Without understanding these elementary laws, it will be difficult for a child in 1st grade.

To develop your child’s ability to obey and play by the rules, use team games. Thanks to them, the child will learn that there are rules that must be followed, and that the result depends on this. Another important lesson that team games teach a child is a calm attitude towards losing.

10. TRAIN YOUR ATTENTION AND MEMORY

A good game for attentiveness: everyone is given the same text, the time is checked, and you need to find and cross out the letters “c” as quickly as possible. Conduct “classes” first for 10 minutes, the next 15, bringing the “lesson” time to the same duration as it will be at school.

Then the child will not be so frightened by endless half an hour of classes. You can also play “Turn around and name it” more often. Place toys on the table and let the child look at the table for 1 minute.

Then he turns away and names the toys lying on the table. Make the task more difficult: add toys, reduce the time for memorization. You can replace the toy with another one - the child, turning around, must tell what has changed.

Good luck to you and have more faith in yourself and your child’s capabilities!