Preparation of a preschooler for school in kindergarten. Preparing children for school. Getting to know the letter "G"

Article: "FGOS DOE AND PREPARING CHILDREN FOR SCHOOL"

“Raising a child really means raising the life in a child. The teacher should not educate the child, but the life in the child.”
(Sh. Amonashvili.)
What is the Federal State Standard for Preschool Education?
Federal state standards are set in Russian Federation as required
Article 12 of the "Law on Education" and represent
a set of mandatory requirements for preschool education.
What are the requirements put forward by the GEF DOW?
The standard puts forward three groups of requirements:
Requirements for the structure of the educational program of preschool education;
Requirements for the conditions for the implementation of the educational program of preschool education.
Requirements for the results of mastering the educational program of preschool education.
What is the distinguishing feature of the Standard? For the first time in history, preschool childhood has become a special self-valuable level of education, the main goal of which is the formation of a successful personality.
The key setting of the standard is to support the diversity of childhood through the creation of conditions for the social situation of the assistance of adults and children for the development of the abilities of each child.
What should be a graduate of a preschool educational institution?
A child - a graduate of a preschool educational institution should have personal characteristics, among them initiative, independence, self-confidence, a positive attitude towards himself and others, developed imagination, the ability to volitional efforts,
curiosity.
The main purpose of pre-school education is not preparation for school.

How will GEF ensure that children are prepared for school?

Not a child should be ready for school, but a school for a child! Children should be so at the exit from the kindergarten that they do not feel neurotic in the first grade, but are able to calmly adapt to school conditions and successfully assimilate educational program elementary school. At the same time, the school must be ready for different children. Children are always different and in these differences and diverse experiences of the first years of life lies the great potential of each child.
The purpose of the kindergarten is to develop the child emotionally, communicatively, physically and mentally. To form resistance to stress, to external and internal aggression, to form abilities, a desire to learn. At the same time, it should be borne in mind that today's children are not the same as they were yesterday.
Will preschoolers study like in school?
The child must learn through play. The first skills in drawing, singing, dancing, reading. Accounts and letters will enter the child's world of knowledge through the gates of children's play and others.
children's activities. Through play and experimentation, communication, children get to know the world around them. At the same time, the main thing is not to push forms on preschool education school life.
What is the involvement of parents?
Parents have the right to choose any form of education. These are private kindergartens, family ones, while they have the right “at any stage of education to continue their education in educational organization» Article 44 "Law on Education in the Russian Federation" "parents are obliged to ensure that their children receive a general education."

Appendix 1

Working with parents
Goal: Creating conditions for the inclusion of parents of future
first-graders in the process of preparing a child for school.
Tasks:
Inform parents about the criteria for readiness of children for school.
Inform parents about the problems of first-graders (during the period of adaptation to school) and their causes.
Offer practical advice and advice on how to prepare your child for school.
Our children are one more year older. Now they
pupils of the preparatory group, the oldest in kindergarten.
Back to school soon! How the child's education will turn out in the first grade depends largely on our efforts. How the child will meet with the school will largely depend on what attitude he has towards school, what expectations will be formed. Formation of the desire to become disciples is enrichment general development preschooler, creating a positive psychological attitude to a new stage of life. The serious attitude of the family towards preparing the child for school should be based on the desire to form in the child a desire to learn a lot and learn a lot, educating children in independence, interest in school, a friendly attitude towards others, self-confidence, the absence of fear to express their thoughts and ask questions, to show activity in communication with teachers.
What characterizes an independent child? The independence of the older preschooler is manifested in his ability and desire to act, in his readiness to seek answers to emerging questions. Independence is always associated with the manifestation of activity, initiative, elements of creativity.
An independent child is, first of all, a child who, as a result of the experience of successful activity, supported by the approval of others, feels confident. The whole situation of schooling (new requirements for the behavior and activities of the student, new rights, obligations, relationships) is based on the fact that during the years of preschool childhood, the child has formed the foundations of independence, elements of self-regulation, organization. The ability to relatively independently solve accessible problems is the prerequisite for the social maturity required at school.
Experience shows that a first grader who does not have this quality developed experiences serious neuropsychic overload at school. A new environment, new requirements cause him a feeling of anxiety and self-doubt. The habit of constant guardianship of an adult, the performance model of behavior that has developed in such a child in preschool childhood, prevent him from entering the general rhythm of the class, make him helpless in completing assignments. Ill-conceived tactics of education, the desire of an adult, even with the best of intentions.
Constantly patronizing and helping the child in elementary matters in advance creates serious difficulties for his learning. Adaptation to the school of such children is significantly delayed. Now we will dwell on the criteria for the readiness of children for school, that is, we will consider what should be characteristic of a child in order for him to be ready for school.
While we are going to reveal the content of each component of school readiness, please try to “try them on” for your child and decide what you need to pay attention to today so that your child is successful at school.
Readiness criteria:
1. physical
2. intelligent
3. social
4. motivational.
Physical readiness is such a level of development of all body systems at which daily training loads do not harm the child, do not cause him excessive stress and overwork. Each child has his own, well-defined, adaptive resource, and it is laid long before the child enters school. When choosing a school and school load, it is necessary to pay attention to the health group, the conclusions of doctors, and the child's illness.
Intellectual readiness- includes the knowledge of the child, the presence of special skills and abilities (the ability to compare, generalize, analyze, classify the information received, have a sufficiently high level of development of the second signal system, in other words, speech perception). Mental skills can also be expressed in the ability to read, count. However, a child who reads and even knows how to write is not necessarily well prepared for school. It is much more important to teach a preschooler a competent retelling, the ability to reason and think logically.
Social readiness is the mood of the child to work and
cooperation with other people, in particular adults, who have taken on the role of teacher-mentors. Having this component of readiness, the child may be attentive for 30-40 minutes, he can work in a team. Having got used to certain requirements, the manner of communication of teachers, children begin to demonstrate higher and more stable learning results.
Motivational readiness - implies a reasonable desire to go to school. In psychology, there are different motives for a child's readiness for school: playful, cognitive, social. A child with a play motive ("There are a lot of guys, and you can play with them") is not ready for school. The cognitive motive is characterized by the fact that the child wants to learn something new, interesting. This is the most optimal motive, having which, the child will be successful in the first grade and during the period of study in elementary school. The social motive is characterized by the fact that the child wants to acquire a new social status: become a schoolboy, have a portfolio, textbooks, school supplies, your own workplace. But one should not start from the fact that only the cognitive motive is the most basic, and if the child does not have this motive, then he cannot go to school. By the way, elementary school teachers are focused on the game motive and in many respects their activities, and the learning process is carried out using game forms.
I offer you this dialogue...
Somehow three girls argued about which of them would be the best first grader.

I will be the best first grader, - says Lucy, - because my mother has already bought me a school bag.

No, I'll be the best first grader, - said Katya. - My mother sewed a uniform dress with a white apron for me.

No, I ... No, I, Lenochka argues with her friends. - I not only have a school bag and a pencil case, not only a uniform dress with a white apron, they gave me two more white ribbons in pigtails .... This dialogue shows not awareness, not readiness of girls for school.
The beginning of school life is a serious test for children, as it is associated with a drastic change in the whole way of life of the child. He must get used to:
- to a new teacher;
- to a new team;
- to new requirements;
- to daily duties.
And every child, without exception, goes through the process of adaptation to school (the process of adaptation). And naturally, the more the child has the necessary skills, qualities, the faster he will be able to adapt. But for some children, the school requirements are too difficult, and the routine is too strict. For them, the period of adaptation to school can be traumatic. What are the problems facing first graders at this time? Where do these difficulties come from? And can they be avoided? Many difficulties can be avoided if you pay attention to them in time.
Most of the sources of possible school difficulties and
troubles are often hidden in preschool childhood. Causes:
Parents of a child under 6-7 years of age:
- not so often they pay attention to the development of the baby (“Yes, he still has time to learn, there is a school for this!”),
- do not pay attention to the peculiarities of his communication with surrounding adults and peers (“it will pass with time ...”),
- the presence or absence of a desire to learn (“gets involved,
grow up, you look, and everything will pass"),
- do not teach the child to manage their emotions, actions, obey the requirements the first time.
As a result, children do not appear to have formed important components of school readiness.
What you need to know and be able to a child entering school:
1. Your first name, patronymic and last name.
2. Your age (preferably date of birth).
3. Your home address.
4. Your city, its main attractions.
5. The country in which he lives.
6. Surname, name, patronymic of parents, their profession.
7. Seasons (sequence, months, main signs of each season, riddles and poems about the seasons).
8. Domestic animals and their cubs.
9. Wild animals of our forests, hot countries, the North, their habits, cubs.
10. Transport land, water, air.
11. Distinguish clothes, shoes and hats; wintering and migratory birds; vegetables, fruits and berries.
12. Know and be able to tell Russian folk tales.
13. Distinguish and correctly name planar geometric figures: circle, square, rectangle, triangle, oval.
14. Freely navigate in space and on a sheet of paper (right - left side, top, bottom, etc.)
15. Be able to fully and consistently retell the listened story, compose, come up with a story from the picture.
16. Distinguish between vowels and consonants.
17. Divide words into syllables according to the number of vowels.
18. Good command of scissors (cut strips, squares, circles, rectangles, triangles, ovals, cut an object along the contour).
19. Use a pencil: draw vertical and horizontal lines without a ruler, draw geometric shapes, animals, people, various objects based on geometric shapes, carefully paint over, hatch with a pencil without going beyond the contours of objects.
Preparing children for writing begins long before the child enters school. In the preparatory group, this is given special attention.
Preparation for writing involves the development in children:
Fine motor skills of the fingers (for this purpose, it is necessary to teach children to perform a variety of practical tasks, create crafts using various tools, in the process of which such qualities as the accuracy of voluntary hand movements, eye, accuracy, attention, concentration develop).
Spatial orientation, in particular, on a sheet of paper, as well as in general directions of movement (left to right, top to bottom, forward - backward, etc.).
Visual and graphic skills in the process of visual activity, as well as with the help of graphic exercises.
Coloring has a positive effect on the preparation of the hand for writing. For this purpose, you can use ready-made coloring books. When performing such tasks at home, it is necessary to pay the child's attention to the fact that the image is painted over carefully enough, evenly and accurately.
Helps the development of graphic skills performing various tasks related to hatching. Hatching is performed under the guidance of an adult. Mom or dad show how to draw strokes, control the parallelism of the lines, their direction, the distance between them. For hatching exercises, you can use ready-made stencils depicting objects.
20. Freely count up to 20 and back, perform counting operations within 20. Correlate the number of objects and the number. Learn the composition of numbers: 2, 3, 4, 5. Read the simplest mathematical records.
21. Be able to listen carefully, without being distracted.
22. Maintain a slender, good posture, especially when sitting.
Tips for parents:
Develop perseverance, diligence of the child, the ability to bring things to the end
Form his mental abilities, observation, inquisitiveness, interest in knowing the environment. Make riddles for your child, make them together with him, conduct elementary experiments. Let the child talk aloud.
If possible, do not give the child ready-made answers, make him think, explore.
Put the child in front of problem situations, for example, invite him to find out why yesterday it was possible to sculpt a snowman out of snow, but not today.
Talk about the books you read, try to find out how the child understood their content, whether he was able to understand the causal relationship of events, whether he correctly assessed the actions of the characters, whether he is able to prove why he condemns some heroes and approves others.
Be attentive to the child's complaints.
Teach your child to keep their belongings in order.
Do not scare your child with difficulties and failures at school.
Teach your child the right way to deal with failure.
Help your child gain a sense of self-confidence.
Teach your child to be independent.
Teach your child to feel and be surprised, encourage his curiosity.
Strive to make every moment of communication with the child useful.

Draw letters and solve examples. What do you really need to prepare the future first grader for?

In the Prepare for School section, we share tips on how to prepare your child for school on your own and online.

Parents to help - useful materials, questions, assignments

• What should a child know and be able to do before going to school?
• Tasks, games and exercises to prepare for grade 1 at home.
• Classes in logic and mathematics for preschoolers and younger students.

1. Physical development

From childhood, instill in your child an interest in sports and physical education. A personal example works best here. Find time for active activities with children at home and on the street.

Invite your child to try different sports sections: swimming, gymnastics, martial arts, dancing. Let him choose what he really likes.

If a son or daughter themselves reminds you of the next workout and tries not to miss a single class a week, this is success.

2. Psychological development

Even an outwardly calm and self-confident child can find it difficult to adapt to an unusual school environment. What is important to teach children to help them with the transition to a new life stage?

1. Teach your child to manage emotions and think positively.

The ability to control emotions such as anger, anger or resentment will save the child from rash acts or words. Explain to your child that there are many problems. But if you think positively, it will be easier to look at the situation from the other side and find the right way out.

Approach the issue consciously: simulate different life situations and help the child figure out together how to act in this or that case.

2. Train your attention and ability to concentrate.

Teach your child to always finish what they start. Give him tasks that can be realistically completed within half an hour. Choose not only favorite things, but also those where the child can resist. If you managed to focus on the task at hand for at least 20 minutes and bring it to the result, you did it.

3. Cultivate responsibility and develop willpower.

Learn to dream, set goals and achieve them, despite the difficulties. First, help with external stimuli, but explain that the strongest motivation is his own.

Give your child adult tasks. Let him have his own list of fixed chores around the house: water the flowers or wipe the dust, walk or feed the pet.

3. Intellectual development

Reading, writing, counting and solving simple mathematical problems will be taught to the child at school. The most valuable thing that parents can do for their children is to teach them to think correctly, reason, analyze information and see the main thing.

What exactly needs to be done?

1. Ignite cognitive interest and encourage learning new things: in books, videos, at home and on a walk. Organize a variety of leisure activities for your child so that they understand how much new and interesting things are in the world that they have to learn about.

2. Develop speech and communication skills. Teach your child to find mutual language with peers and adults. It is important to teach the ability to listen, argue your point of view and enjoy the very process of communication.

3. Develop logical thinking. Decide typical tasks the child will learn in the lessons of mathematics. But in order for him to successfully cope with tasks with an asterisk and everyday tasks, one cannot do without the ability to reason and think outside the box. These abilities can and should be trained.

How?

Where to look for tasks?

10 years ago, only collections and children's magazines came to mind. Much more quality now interesting materials can be found on the internet. But how not to get lost in this ocean of developing tasks?

To estimate the approximate level of a child's intellectual readiness for school, check out a small selection of math problems for preschoolers from LogicLike or start classes on the site.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

What are the conditions preparing a child for school?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Success pedagogical activity largely depends on the nature of the relationship between the teacher and the children. Analysis and generalization of psychological and pedagogical research on the problems of pedagogical communication made it possible to single out a number of important provisions: each component of the joint activity of the educator and pupil performs a certain function in the development of interest; the culture of communication, attention to the child contribute to the creation of a creative atmosphere in the classroom; the choice of optimal methods and means of conducting classes, the comprehensive development of preschoolers' thinking, speech, attention, and learning skills determine a fairly high level of their active cognitive activity. At the same time, the personality of the educator, his ability to put into action the means of the educational process, is of great importance. Being a model of moral behavior, the teacher solves many educational tasks, effectively influences the formation of the personality of a preschooler: moral consciousness, positive motives for activity, and a steady interest in learning. .

Positive relationships between students are formed on the basis of both extracurricular and educational activities. Pedagogically expedient work, an atmosphere of collective creativity rebuild relationships in the classroom, influence the nature of communication between students, help create friendly relations between teachers and students, make it possible to complicate the forms of communication between students and help deepen students' interest in the subject. "AT educational process, - writes G.N. Shchukin, - much depends on the relationship that develops between the teacher and students, between members of this educational team, first of all, the formation of students' personal formations - activity, independence, cognitive interests, which are stimulated by the disposition of the teacher, the desire to listen to everyone, to show participation in the mood students. Well-established relationships in the team contribute to the well-being of educational activities. Support during difficulties, approval of success - everything becomes both a shared joy and a shared misfortune. On the contrary, the unfavorable relationship with the teacher immediately affects the performance of schoolchildren who experience self-doubt, fear of failure, fear of condemnation from their comrades, and experience acute shame.

V.A. paid much attention to the culture of pedagogical communication, the art of human relations. Sukhomlinsky. Taking care of the form and tone of the address, considering the possibilities of relieving students' emotional stress with the word, he warned against excessive excitation of the psyche by the word. “Be careful,” V.A. Sukhomlinsky addresses the teachers, “so that the word does not become a whip that, touching the tender body, burns, leaving rough scars for life. It is from these touches that adolescence seems like a desert ... The word spares and protects the soul of a teenager only when it is true and comes from the soul of the educator, when there is no falsehood, prejudice, desire to “bake”, “work through” in it ... The word of the teacher should, first of all, reassure.

The change in the relationship between teacher and students finds expression in changes in speech, which is the main means of communication. So, for example, the stereotyped questions of the teacher automates the response of the student. The situational and suggestive elements of the question have a detrimental effect on students' answers.

Evaluative judgments of the teacher reflect not only the individual characteristics of the student and the level of his knowledge, but also a number of points that characterize the teacher himself:

• a) the way the teacher treats the student;
• b) the degree of interest in the student;
• c) the level of knowledge about the student and the conditions of his development;
• d) differentiation of the approach to the student in relation to measures of influence; e) a general criterion for the daily assessment of the student by the teacher, etc.

An analysis of the moral and psychological state of the team, the ability to foresee critical situations, take specific measures to overcome them, the ability to update previously put forward prospects, the achievement of which is impossible without the unification of the efforts of all members of the team - these, in our opinion, are the main conditions for the success of pedagogical influences, impacts on children.

Currently, attempts are being made to both theoretically comprehend and logically dissect the management process itself, and to find effective psychological and pedagogical influences in which this management is implemented.

Taking into account the theoretical work already done in the pedagogical and psychological sciences, it is possible to construct such a classification of control actions on interpersonal relationships, in which the factor of interest to us would find its place - the style of the teacher's attitude to the children's team. At the same time, one important circumstance should be noted right away: the style of attitude is considered by us both as a subject and an object of control.

First of all, from our point of view, pedagogical (control) influences can be divided into two large groups: conscious (intentional) and unconscious (unintentional).

The conscious influences are understood as such verbal and non-verbal actions of the teacher that he builds" and perceives precisely as measures of educational influence, directly or indirectly aimed at educating schoolchildren of humane feelings and interest in learning.

An analysis of publications and research in this direction indicates that the true style of the teacher's attitude to the children's team, in which the emotional attitude is especially clearly manifested, often finds itself in precisely such pedagogical influences that the teacher does not control.

It is logical to form readiness for learning by bringing together preschool and school forms of organization and teaching methods. Of course, one should not turn a kindergarten into a school, but there should be something in common: obligatory, systematic conduct of classes. This develops a stereotype of behavior, creates a psychological attitude to the obligatory training; individual methods, techniques (playing) can also be similar; individual requirements for children may also coincide: answer one by one, do not interfere with comrades, listen to their answers, complete the task of the educator (teacher), etc. However, we emphasize once again that turning a lesson into a lesson is unacceptable.

Preparing children for school is necessary not only in kindergarten, but also in the family. Its success depends on a number of organizational and pedagogical conditions.

The main condition is the constant cooperation of the child with family members.

Developing the child's ability to overcome difficulties. It is important to teach children to finish what they started. Many parents understand how much the child has a desire to learn, so they tell him about the school, about the teachers and about the knowledge acquired at school. All this creates a positive attitude towards the school. Next, you need to prepare the preschooler for the inevitable difficulties in learning. The awareness of the surmountability of these difficulties helps the child to correctly relate to his possible failures.

Adults should lead, encourage, organize classes, games, feasible work and other activities of the child. It is important for parents to understand that their own activities are of primary importance in preparing a child for school.

Therefore, it is not necessary to reduce the role in preparing a preschooler for schooling to verbal instructions.

One more necessary condition preparation for school and the comprehensive development of the child, according to M.M. Bezrukikh - 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 deserved.

Of particular importance in the preparation of a preschooler are the enrichment of the emotional-volitional sphere, the education of feelings, the ability to navigate in new conditions. The growth of self-awareness is most clearly manifested in self-esteem, in how 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 the correct self-assessment, an adequate reaction to censure and approval is developed.

The formation of cognitive interests, the enrichment of activities and the emotional-volitional sphere are prerequisites for the successful mastering of certain knowledge, skills, and abilities by preschoolers. In turn, the development of perception, thinking, memory depends on how the child masters the methods of obtaining knowledge, on the direction of his interests, on the arbitrariness of behavior.

When preparing for school, parents teach the child to compare, contrast, draw conclusions and generalizations. To do this, a preschooler must learn to listen carefully to a book, an adult's story, to correctly and consistently express his thoughts, to correctly build sentences. After reading, it is important to find out what and how the child understood. This teaches him to analyze the essence of what he read, to educate the child morally, in addition, teaches coherent, consistent speech, fixes new words in the dictionary. In shaping the culture of children's speech, the example of parents is of great importance. As a result of the efforts of parents with their help, the child learns to speak correctly, which means that he is ready to master reading and writing at school.

It is important for a child entering school to develop an aesthetic taste, and here the primary role belongs to the family. Aesthetic taste develops in the process of attracting the attention of a preschooler to the phenomena of everyday life, to objects, the environment of everyday life.

It is necessary to promote the development and improvement of gaming activities in the family. 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 meet at school when studying mathematics, language. The child, while playing, learns to plan his actions, and this skill will help him in the future to move on to planning educational activities.

You need to learn to draw, sculpt, cut, stick, design. By doing this, the child experiences the joy of creativity, reflects his impressions, his emotional state. Drawing, designing, modeling help to teach a child to see, analyze the surrounding objects, correctly perceive their color, shape, size, ratio of parts. At the same time, this makes it possible to teach the child to act consistently, plan his actions, compare the results with what is given, conceived. And all these skills will also be extremely important in school.

When raising and teaching a child, one should not turn classes into something boring, unloved, imposed by adults and unnecessary to the child himself. Communication with parents, including joint activities, should give the child pleasure and joy, stimulate cognitive activity, form learning and cognitive motivation.

Pedagogical conditions are a necessary element: diagnostics and assessment of the readiness of preschoolers; implementation of an individually differentiated approach based on these data; ensuring the interaction of pedagogical, psychological and medical services of preschool educational institution; recognition of physical education lessons as a significant part of the complex process of readiness formation; organization of interaction of all services of the preschool educational institution with parents; implementation of continuity in the work of the preschool educational institution and the school.

Diagnostics includes examination of all components of the complex concept of preparing children for school. General readiness implies physical and psychological readiness, special - social and intellectual. We have developed diagnostic tools to identify the level of each readiness component, individual and group diagnostic maps. This approach allows you to determine the initial level of readiness of each child, determine the lagging component, make adjustments to pedagogical process, give individual recommendations, tasks and thereby increase the overall level of readiness.

To solve the problem of the continuity of the kindergarten and the school, work is organized in three areas: information and educational activities (joint pedagogical councils on readiness problems, workshops to discuss programs for preparing children for school); methodical activity(familiarization with the methods and forms of educational work in kindergarten and school through mutual attendance by teachers of lessons and classes with their further discussion, joint pedagogical councils for the exchange of best practices; Practical activities(preliminary acquaintance of teachers with their future students in the process of joint classes, supervision by educators of their former pupils in the process of their education in the 1st grade).

Preparing children for school in a preschool educational institution

When should you start preparing your child for school? Who should do it? What to teach a child before school? Some believe that it is necessary to prepare a baby from the age of three, others - a year before entering school. But in general, the whole preschool life of a child is preparation for school. Preschool education is an integral part of the entire educational vertical.

Kindergarten and school are two related links in the education system. If a child is not prepared for school, he experiences discomfort at school, as his social position changes here, the child is included in a special regime. Therefore, in the educational work of the school and any preschool providing the necessary preparation of children for schooling, there must be continuity.

Continuity from the position of the school is a reliance on the knowledge, skills and abilities that the child has, what has been passed is comprehended at a higher level. The organization of work at school should take into account the preschool conceptual and operational level of development of the child.

Continuity from the point of view of the kindergarten is an orientation to the requirements of the school, the formation of the knowledge, skills and abilities that are necessary for further education at school.

The main goal of preschool education is the comprehensive development of the child's personality, his abilities (cognitive, communicative, creative, regulatory). This is realized through various types of children's activities: play, educational, artistic, motor, elementary labor.

There are currently about 20 core preschool programs. Let's name some of them: "The program of education and training in kindergarten" edited by M.A. Vasilyeva, "Rainbow" edited by T.N. Doronova, "Childhood" edited by T.I. Babaeva, "Origins" edited by L .A.Paramonova, S.L.Novoselova, etc.

The main goals of these programs are to create favorable conditions for a child to fully live in preschool childhood, to form the foundations of a basic personality culture, to develop all-round mental and physiological qualities in accordance with age and individual characteristics, and to prepare a child for life in modern society.

To achieve these goals, the following are of paramount importance:

• Caring for the health, emotional well-being and timely comprehensive development of each child;
• Creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which will allow them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;
• Maximum use of various types of children's activities; their integration in order to increase the efficiency of the educational process;
• Creative organization of the process of education and training;
• The variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;
• Respect for the result of children's creativity;
• Ensuring the development of the child in the process of education and training;
• Coordination of approaches to the upbringing of children in a kindergarten and family;
• Compliance with continuity in the work of kindergarten and school.

It is necessary to distinguish special and general readiness of the child to teaching at school. special readiness is determined by the presence of knowledge, ideas and skills that form the basis for studying, first of all, such school subjects as the native language, mathematics. General readiness determined by his physical and mental development.

Physical readiness - this is a good state of health of the child, endurance, resistance to adverse effects; normal anthropometric data (height, weight, chest circumference), a good level of development of the motor sphere, the readiness of the hand to perform those small, precise and varied movements that mastery of writing requires; sufficient development of cultural and hygienic skills, etc. A physically developed child copes more easily with the difficulties associated with systematic schooling.

Composite Components psychological readiness are: personal, volitional, intellectual readiness. By the end of senior preschool age, children have a significant range of knowledge about the environment, about people's lives, about nature. The scope of this knowledge is determined by the kindergarten program. It is important that preschoolers learn not separate information, but master a system of interrelated knowledge, on the basis of which it is possible to conduct subject education at school. Of great importance is the development of their cognitive interests, curiosity.

In particular, the key to preparing a child for school is a well-formed motivation , i.e. something that encourages the child to activity that causes activity and determines its direction. Each age stage of the development of the child corresponds to its own types of activities that are directly related to certain motives of behavior.

Preparing children for schooling is implemented in accordance with the specifics of the type of kindergarten (general education, correctional), with the psychophysiological characteristics of children, taking into account individual characteristics. In accordance with this, a model for preparing children for school has been defined in kindergartens. It is represented by the following areas:

• Physical development;
• intellectual development(cognitive development, development of mental processes;
• Development of speech;
• Social and personal development;
• Aesthetic development;
• Formation of motivational readiness for school.

Model of preparing children for school in kindergartens is implemented by providing the following conditions:

• Availability legal documents Federal, regional and local levels;
• staffing ;
• organization of rationalsubject and developing environment which allows you to stimulate physical and mental development. It includes the following: the functioning of the music and sports halls, the medical unit, the speech therapy room, the psychological relief room. The groups organize physical education corners, centers for speech and mathematical development, theatrical and gaming activities, local history, natural corners, which contribute to the development of creative abilities and sensory skills in children, creating a sense of self-confidence, which undoubtedly affects the comprehensive development of the child;
• implementation health-saving technologies , which include: compliance with a rational daily routine, built taking into account the age and individual characteristics of children, their physical and mental performance. The rational construction of the daily routine gives rise to the habit in children of a regular change of different types of activity, disciplines them, increases their efficiency, contributes to normal physical and mental health;
• creation comfortable psychological environment ;
• organization child support services , which is designed to competently build assistance to the child. Medical workers, teachers, psychologists ensure the harmonious development of the child's personality and guarantee the preservation and strengthening of his physical and mental health. Such a trinity is necessary due to the fact that children with developmental disorders, as a rule, have deviations from the neuropsychic sphere (increased neuro-reflex excitability, lag in psychomotor development, etc.), which requires not only medical, but also psychological correction.

1. Particular attention is paid psychological support children, which includes:

a) determining the level of anxiety in children;

b) studying the behavior of children in a stressful situation;

c) identification of behavioral deviations;

d) diagnosis of the emotional state of the child in the family and kindergarten;

e) determination of the type of the nervous system;

f) determining the level of development of mental processes in children;

g) determining the level of readiness for schooling.

2. Pedagogical support provides for a system of measures for subgroup and individual work with each child in accordance with the existing developmental disabilities.

3. speech therapy service uses a set of special programs that allow developing an individual plan of work with each child to eliminate speech therapy defects and develop a culture of speech. Speech therapists work closely with music directors to shape children's speech breathing, correct articulation and intonation-expressive speech. In order to develop the ability of children to correlate speech with movements, logarithmics are used.

Speech therapists work with physical education instructors to automate the sounds set in children, to consolidate the lexical and grammatical means of the language. Execution according to the model of movements, as well as a visual demonstration, allow solving the problems of verbal regulation of actions and functions, active attention.

• inclusion of the child in the system corrective measures with the help of a variety of means, which allows you to correct for the development and recovery of the child specific defects in speech, general motor mode, psycho-emotional sphere, achieving positive dynamics.

The functions of the deputy head for educational resources management, senior educator, narrow specialists, group teachers include conducting a survey of the level of assimilation of program material, the state of speech development, mental processes, physical fitness, musical abilities of children of all age groups 2 times a year (at the beginning and end school year) and once a year (in the middle) an intermediate cut, with which you can see the dynamics of the development of a child.

For children who have problems in development, assimilation of program material, who visited the GPMPK, but did not end up in correctional kindergartens for various reasons (lack of places, parents' refusal) by specialists (deputy head, senior educator, speech therapist teacher, teacher psychologist , physical education instructor, music director) of the kindergarten, individual development routes are developed and drawn up, which describe in detail the child’s development program, which includes brief information about the child (his family, living conditions, upbringing), anamnestic information about the child, observations of kindergarten specialists for the entire period of the child on the educational route (monitoring psychological characteristics, general level development, intellectual-cognitive, speech, physical, musical development), the main directions of development (conditions for development, results, the content of correctional and developmental assistance (the purpose of correctional assistance, duration, number of classes per week, the program or technology used, according to which classes are conducted). , plan-prognosis of the development of the child).

• therapeutic and preventive measures in correctional kindergartens, include massage and physiotherapy exercises with children of orthopedic groups, the inclusion of corrective exercises in morning exercises and physical education complexes with children of all age groups, sunbathing, sand therapy, etc .;
• cooperation between kindergarten and family based on the following principles that determine its content, organization and methodology:

1) the unity of the goals and objectives of education;

2) systematic and consistent work;

3) individual approach to each child and to each family;

4) mutual trust and mutual assistance of teachers and parents.

• interaction with society (a music school, a children's library: older preschool children visit the library 2 times a month - classes in the cognitive cycle "Our Motherland-Russia", "Green Path", etc., puppet theater, DBC).
• continuity in work with the school (general parent conferences, meetings, open classes with the involvement of teachers primary school, joint activities with children, etc.).

The work of the kindergarten in preparing children for school begins long before their transition to preparatory group. The whole system of upbringing and educational work of the kindergarten provides for the formation of the child's readiness for schooling. The school-preparatory group differs from other age groups in that it completes all the tasks of educational work provided for by the Kindergarten Education Program.

Teachers and specialists of kindergartens will include in the learning process special study tasks, exercises gradually complicating them, and thereby form the prerequisites for educational activity in preschoolers. Classes as a form of education in kindergarten precede the lesson at school and are close in time to the lesson at school (30 minutes).

The “Kindergarten Education Program” in the preparatory school group provides for the following lessons:

• Speech development (formation of a dictionary, sound culture of speech, grammatical structure of speech, coherent speech, preparation for teaching literacy). By the end of the year, children may :

Participate in a collective conversation: ask questions, answer them, consistently and logically, it is clear for the interlocutor to talk about a fact, event, phenomenon;

Be friendly interlocutors, speak calmly, without raising your voice;

In communicating with adults and peers, use formulas of verbal politeness;

Use synonyms and antonyms, complex sentences of various types;

Distinguish between the concepts of "sound", "syllable", "word", "sentence". Name in sequence words in a sentence, sounds and syllables in words. Find words with a given sound in a sentence, determine the place of sound in a word;

Retell and dramatize short literary works; to compose stories according to plan and model from experience, about a subject, according to a plot picture, a set of pictures.

• Familiarization with fiction . By the end of the year, children can:

Distinguish genres literary works; argue your answer (“This is a fairy tale (story, poem), because ...”);

Name your favorite fairy tales and stories; read one or two favorite poems, two or three counting rhymes; remember two or three riddles; name two or three authors;

Expressively read a poem, retell an excerpt from a fairy tale, story.

• Formation of elementary mathematical representations (number and count, size, shape, orientation in time, orientation in space). By the end of the year, children should be able to :

Correctly use quantitative and ordinal numbers;

Compare numbers within 10, set which number is greater

(less) another, equalize an unequal number of items;

Compare up to 10 objects by size (length, width, height), placing them in ascending (descending) order;

Distinguish the shape of objects;

Express in words the location of objects in relation to oneself, to other objects;

Focus on a sheet of paper;

Name the name of the current month of the year, the sequence of parts of the day, all days of the week, seasons.

• cognitive development ("Child and the world": objective environment and phenomena of social life: family, kindergarten, native country, our planet, our army, adult labor; “Natural environment. Ecological education). By the end of the year, children may :

Distinguish and name modes of transport;

Examine the object using a system of sensory standards and perceptual actions;

Know that objects are the creation of human thought;

Select and group objects in accordance with the cognitive task;

Know your date of birth, your patronymic, home address and phone number; names and patronymics of parents;

Know the coat of arms, flag, anthem of Russia. Have an idea about the President, the Government of Russia;

Have an idea about the different types of troops and the honorable duty - to defend the Motherland;

Have an idea about the native land, about people of different nationalities, their customs, traditions, folklore, work, etc.;

Have an idea about the work of adults, their business and personal qualities, creativity; about the heroes of space; public holidays.

Have primary ideas about school, library;

Explain environmental dependencies; establish connections and interactions between man and nature;

Have an idea about various natural objects; about the vegetation of the forest, meadow, garden, field; domestic and wild animals, birds; the Red Book; nature of the native land, etc.

• Artistic and aesthetic education (graphic activity: drawing, modeling, appliqué, designing, manual labor, musical education). By the end of the year, children may :

Know different kinds fine arts: painting, graphics, sculpture, etc.;

Create individual and collective drawings, decorative, subject and plot compositions on the themes of the surrounding life, literary works;

Sculpt various objects, conveying their shape, proportions, postures and movements of figures; create plot compositions from two or three or more images;

Create images of various objects using paper of different textures and learned methods of cutting and cutting;

See the design of the object and analyze it taking into account the practical purpose;

To make voluminous toys;

Work with a needle (thread a needle, tie a knot, sew on a hanger, a button);

Learn the melody of the National Anthem of the Russian Federation;

Determine what genre the listened piece belongs to

(march, song, dance);

Distinguish parts of the work (introduction, conclusion, chorus, refrain);

Sing simple songs in a comfortable range both collectively and individually;

Perform dance moves

Play in the orchestra on children's musical instruments.

• Game activity (role-playing game, theatrical game, didactic game). By the end of the year, children may :

Independently select or invent a variety of game plots;

Find a new interpretation of the role and perform it;

Simulate the subject-game environment;

To master the skills of theatrical culture: to know theatrical professions, the rules of conduct in the theater.

• Physical Culture (development of basic movements, education of cultural and hygienic skills). By the end of the year, children may :

Perform correctly all types of basic movements (walking, running, jumping, throwing, climbing);

Perform physical exercises from different starting positions clearly and rhythmically, at a given pace, to music, according to verbal instructions;

Observe and comply with cultural and hygienic rules;

Take care of yourself, take care of your appearance.

Thus, after analyzing all of the above, we can conclude that the “Portrait” of a preschool child and the “portrait” of a primary school graduate, formulated by the developers of the primary education standard, are largely similar. For example, the standard says that a primary school graduate must respect and accept the values ​​of the family and society, love their land and their homeland. And a preschooler should have primary ideas about himself, about family and society, the state and the world, about nature. Essentially, they are one and the same.

The main thing is that the main lines of development of the child are sustained, the continuity between the requirements of the "Program for Development and Education in Kindergarten" and school standards secured. development of the child's abilities

slide 4
Caring for the health, emotional well-being and timely comprehensive development of each child
Creation in groups of an atmosphere of humane and benevolent attitude towards all pupils
Making the most of a variety of children's activities
Creative organization of the process of education and training
Variability in the use of educational material
Respect for the results of children's creativity
Ensuring the development of the child in the process of education and training
Coordination of approaches to raising children in kindergarten and family conditions
Compliance with continuity in the work of kindergarten and school

slide 5
Physical development
intellectual development
Speech development
Aesthetic development
Social and personal development
Formation of motivational readiness for school
Model of preparing children for school

slide 6
Conditions for the implementation of the model
Health saving technologies
Staffing
Regulatory documents
Subject-developing environment
Comfortable mental environment
Continuity of the preschool educational institution with the school
Escort service
Psychological service
speech therapy service
Collaboration with family
Social interaction
Correctional work
Therapeutic and preventive measures

Slide 7
Lessons
Speech development Acquaintance with fiction Formation of elementary mathematical representations Cognitive development Artistic and aesthetic education Playing activityPhysical culture

Slide 8
The result is
Built-in work systemDiagnosticsMonitoring the assimilation of the program of each age levelThe possibility of correcting problems in a mass or correctional kindergartenSupport service (speech therapy, psychological) Built-in system of succession with the schoolInteraction with the family

Slide 9
School + kindergarten = ?
ONE