Methodology for organizing classes to prepare for school in kindergarten

The meaning and goals of school preparation classes in kindergarten

The mission of the kindergarten in preparing the student for further education at school is to:

• full age-appropriate physical, mental, moral and aesthetic development;
• implementation of special preparation for subsequent mastery of school subjects.

Both of these goals are consistently implemented from early childhood, and in the senior and preparatory groups (children 6–7 years old), direct educational activities (DEA) become more focused and are implemented within the framework of special classes.

This is interesting. The main goal of all classes with children 6–7 years old is to prepare for subsequent schooling. That is why the age group is called: preparatory to school.

Preparing for school includes not only the child’s intellectual development, but also physical, emotional-volitional and social-communicative development.

Objectives within the overall goals

The objectives of preparing children for school are:

• fostering curiosity, interest in knowledge and ways of obtaining it (for example, children learn to look for the necessary information in reference books);
• development of attention (voluntary and involuntary);
• developing ideas about the lesson as a form of organized activity that involves attention to the words and actions of the teacher, as well as the obligatory fulfillment of the tasks given to him;
• the formation of skills of organized behavior in the process of direct educational activities, games (these skills teach the child to be responsible for his choice, for example, when the child chooses a role in the game, and also develops the ability to work in a team);
• development of important personal qualities - responsibility, perseverance, diligence, which is manifested in the child’s desire to gain knowledge and apply it in practice;
• nurturing one’s own experience in activities, as well as awareness of oneself as part of a team and mastering methods of actively influencing comrades (for example, kids learn to argue their point of view to other children).

Thus, the acquisition of knowledge and the development of skills in preschoolers occurs through 2 important areas of activity:

• through communication with peers and adults (when performing routine tasks, during walks, organizing leisure activities, etc.);
• through an organized educational process (during special classes with older preschoolers 1–2 times a week, depending on the content of the program in which a particular kindergarten operates).

This is interesting. In modern literature on psychology, the idea is actively defended that about 80% of a child’s intelligence is formed before he reaches the age of eight.

Preparing for school gives preschoolers the opportunity to try on the new social status of a student

Video: Dr. Komarovsky’s recommendations for preparing a child for school

Types of school preparation activities

Since preparation for school is cross-cutting in nature, it is implemented within the framework of all classes defined by the preschool educational institution program. If we talk about the implementation of special training for children 6–7 years old, then it takes place in classes on:

• speech development (children learn to construct logical monologue statements, master dialogue skills, etc.);
• literacy training (children master primary writing skills);
• reading (children listen, analyze works reinforced by the educational program, and also learn to read independently);
• mathematics or the formation of elementary mathematical concepts (children master counting up to 100 and basic arithmetic operations within 10, learn the names and characteristics of simple geometric figures, learn to distinguish shapes and sizes, etc.);
• familiarization with the environment (preschoolers gain an understanding of the essence of natural phenomena, learn to observe nature, recording their experiences in nature calendars, and also become familiar with the concept of work activity);
• artistic and aesthetic development (pupils learn the algorithm for working on a creative task, that is, they think about the idea, select materials and only then begin to implement it, following a certain sequence of actions).

In most cases, the kindergarten opts for the option of conducting comprehensive classes to prepare for school, which combine elements of all of the above educational areas, that is, educational areas are integrated into one time period. In this case, the emphasis is necessarily placed on one of them, for example, speech development or mathematics.

This is interesting. According to the stage of mastering the knowledge, skills and abilities established by the program, which are included in the indicators for determining readiness for school, the following types of classes are distinguished: first, second, etc.

As a rule, integrated classes are held in kindergarten to prepare for school, in contrast to early development centers, where fragmentation into separate educational courses also has material benefits

Video: preparing for school (mathematics)

Video: preparing for school (literacy)

How to personalize tasks

All children are different - this is an axiom. At the same time, the teacher’s task is to ensure that each child receives this or that information as fully as possible. To do this, the teacher needs to select a “key” for each student, that is, techniques that activate the child’s leading channel of perception:

• vision;
• hearing;
• tactile sensations;
• movement.

Therefore, in every lesson the teacher uses:

• visual aids (pictures, posters, etc.);
• verbal techniques (riddles, poems, etc.);
• games (didactic, that is, aimed at cognition, active, aimed at physical training, as well as theatrical, with the goal of liberating children);
• practical techniques in which students creatively comprehend their experience and acquired knowledge.

Such a variety of ways to organize children’s activities helps each of the students “find themselves.” For example, if a child does not want to draw with everyone else, then he can be given the task of describing what a friend has drawn. If a child easily and quickly learns poems, then he can be assigned the role of a partner in conducting the lesson, leaving him to read the rhymed lines of the epigraph at the beginning of the lesson. By the way, the technique when a child plays the role of a teacher is the best motivation for children of senior preschool age who strive to become adults as quickly as possible.

If there are passive children in the group, then they need to be distributed into mini-groups, “connecting” them to the active ones. As a result of the mutual exchange of work experience, the children will be more receptive to educational material.

When distributing children into pairs, you should remember that you cannot combine two passive children together

MAGAZINE Preschooler.RF

1. Analysis of the topic. 2. Relevance of the problem. 3. Goal and objectives of the pedagogical project. 4. Work plan for implementing the problem. 5. Expected result. 6. Mechanism for evaluating the result. 7. Further development of the project. 8. List of sources used. 9. Application. School education never begins from scratch, but always relies on a certain stage of development completed by the child.” L. S. Vygotsky

1. Analysis of the topic. Preschool age is a bright, unique page in the life of every person. It is during this period that the process of socialization begins, the child’s connection with the leading spheres of existence is established: the world of people, nature, the objective world. There is an introduction to culture, to universal human values. The foundation of health is laid. Preschool childhood is the time of initial personality formation. Formation of the foundations of self-awareness and individuality of the child. The task of preschool education is not to maximize the acceleration of the child’s development, not to speed up the timing and pace of his transition to the “school” age, but, first of all, to create conditions for each preschooler for the fullest development of his age-related capabilities and abilities. Continuity between preschool and primary general education provides, on the one hand, the transfer of children to school with a level of general development and education that meets the requirements of school education, on the other hand, the school’s reliance on the knowledge, skills that have already been acquired by preschoolers, the active use them for the further comprehensive development of students. One of the factors ensuring the effectiveness of education is continuity and continuity in learning. Thus, continuity and succession presuppose the development and adoption of a unified system of goals and content of education throughout the entire course of education from kindergarten to postgraduate and coursework. Our GBOU is called upon and obliged to solve such a unified system; at this stage, we are obliged to take into account the federal state requirements for the preschool general education program and their smooth transition to the new federal state standards of the new generation in school education. School and kindergarten are two adjacent links in the education system. If a child is not prepared for school, he experiences discomfort in the classroom, since his social position changes here, the child is included in a special regime. Therefore, there must be continuity in the educational work of the school and any preschool institution that provides the necessary preparation of children for school. Since this concept in a general sense means ensuring that upbringing and education are focused on solving the problems of not only this, but also the immediate period of a child’s life, we will analyze continuity in relation to our topic from the position of a kindergarten and from the position of a school. Continuity from the perspective of the school is a reliance on the knowledge, skills and abilities that the child has; what has been learned 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 a 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. Based on all that has been said above, it follows that the question of continuity in the work of the State Budget Educational Institution is a question of preserving the elements of an already acquired stereotype in the behavior and life of a first-grader. Numerous habits, skills, and knowledge formed in kindergarten form the necessary foundation on which all further education and upbringing is built. They help the child to quickly integrate into new conditions. On the introduction of the Federal State Educational Standard for Primary Education. In connection with innovations in the legislation of the Russian Federation “Law on Education”, the Federal State Educational Standard for Primary Education, the requirements for GBOU graduates have also changed, and as a result, there is a need to introduce forms and methods of work to ensure continuity between the GBOU and the school. Our kindergarten implements a “Comprehensive program of education and training in kindergarten” under. ed. Vasilyeva M.A., Komarova T.S. It corresponds to the principle of developmental education, the goal of which is the development of the child. Before the introduction of FGT, continuity was carried out as follows: study of the implemented program, study of the work of the teacher, joint methodological associations, study of the work of the teacher, joint holding of events and holidays, attendance of lessons in 1st grade by teachers, joint pedagogical councils, attendance of classes in the preparatory group by the teacher, parental meetings with the participation of the teacher of the future first grade, assistance from the educator and teacher in the adaptation of children in the 1st grade. This work had its results. The children easily adapted to school and studied well and excellently. Let's remember what requirements the school made for the graduate model: 1. organization of educational work in kindergarten, which would ensure a high level of general diversified development of preschool children; 2. special preparation of children for mastering academic subjects in primary school. General readiness for school was expressed in the child’s achievement of such a level of physical, mental, moral and aesthetic development that creates the necessary basis for his active entry into the new conditions of school education and conscious assimilation of educational material. It is determined by the child’s special knowledge, skills and abilities that are necessary to study a number of academic subjects, such as, for example, mathematics and the Russian language. The draft federal state requirements define specific characteristics and personality traits (thirty-five) desirable for the ideal social portrait of a preschool child (6.5 - 7 years old) as a target for the preschool education system. The planned final results of children's mastery of the basic general education program of preschool education should describe the integrative qualities of the child that he can acquire as a result of mastering the Program. 2. Statement of the problem. The problem of continuity between preschool and primary education is relevant at all times. In the context of the development of democratization of society, a complex process of reorganization of education and upbringing of the younger generation is taking place. The main goals of education are the formation and development of a free and cultural personality, adaptation to the life of society, the creation of a scientific and pedagogical basis for the development of abilities, the education of citizenship, hard work, respect for human rights and freedom, love for the surrounding nature, Motherland, family. The implementation of these goals should take place in a single educational space, starting from a preschool educational institution and ending with higher education. It becomes relevant to clearly build lines of succession in the content of education between a preschool institution and a primary secondary school, and the optimal solution to this problem. Succession is a two-way process. On the one hand, there is the preschool stage, which preserves the intrinsic value of preschool childhood, forms the fundamental personal qualities of the child, which serve as the basis for the success of schooling, and most importantly preserves the “Joy of Childhood.” On the other hand, the school, as the successor to the preschool level of education, builds its work on the achievements of the preschool child and builds its pedagogical practice, using and developing his potential. This understanding of continuity will make it possible to realize continuity in the development and education of children. Today, the reasons for implementing continuity between preschool and primary school education are: One of the aspects of the problem of continuity between a preschool institution and a school is the search for optimal means, forms and methods of preparing children for school. It has its own specific characteristics, which are expressed in the fact that a GBOU graduate enters a new stage of development for him. The key point in implementing continuity in the education of preschoolers and primary schoolchildren is to determine the essence of the child at the beginning of systematic schooling. One of the indispensable conditions for the implementation of continuity is the unity of the content and procedural aspects of learning. Characteristic features of substantive continuity in teaching a subject include: the use at each subsequent stage of subject knowledge acquired by children at the previous stage, that is, updating the basic learning outcomes; the promising nature of training, that is, the opportunity at each previous stage to lay the foundations for teaching the subject in the future and thus focus on the requirements of the future. The signs of procedural continuity include: taking into account the leading type of activity, the relationship of methods, forms and means of teaching, that is, the use in GBOU of the forms, methods and means used in teaching junior schoolchildren, and taking into account in the lower grades those forms, methods and means that were used in GBOU. Thus, continuity in the educational work of older preschoolers and younger schoolchildren is considered as a holistic process that ensures the full personal development of the child, his physiological and psychological well-being during the transition period from preschool education to education and training in primary school, aimed at the long-term formation of the child’s personality based on his previous experience and accumulated knowledge. The specific goals of each age stage of education, taking into account its continuity, are formed along substantive lines that reflect the most important personal development: Thus, the principle of accompanying a child at all stages of preschool and school childhood is currently considered as fundamental. Nevertheless, there are a number of problems in solving this issue: 1. The first problem is that, as a rule, there is no mechanism for coordinating the goals and principles of various educational institutions, therefore it is necessary to coordinate the goals at the preschool and primary school levels. Such consistency will ensure general and special readiness for the transition to school education, where the main goal of education in primary school is the comprehensive overall development of children, taking into account increased opportunities, the specifics of school life, along with the development of the most important educational skills in reading, writing, mathematics and the formation of educational activities. Both in a preschool institution and at school, the educational process should be subordinate to the development of the child’s personality. 2. The second problem is the discrepancy between the content, forms and methods of the traditional education system in primary school and the new requirements of society (with the exception of developmental education systems). The overall goal is to enrich the general cultural development of the child (to expand his information space, to cultivate a culture of perception of feelings, relationships, to form a system of values ​​and preferences. 3. The third problem is the insufficient level of psychological and pedagogical support for the process of a child’s transition from kindergarten to primary school (adaptation period) The essence of the transition period is that the child already has the basic prerequisites for learning (voluntariness, methods of cognitive activity, motivation, communication skills, etc.) However, he is essentially still a preschooler - his formation as a student occurs only in process of learning and the entire school life. The process of such formation, under the most favorable conditions, covers the first half of the first year of schooling and includes components of both physical and psychological adaptation. Analysis of pedagogical experience shows that the socialization of the individual will be successful if the following conditions are met. The implementation of continuity between the State Budget Educational Institution and the primary school is largely determined by the creation of effective conditions for the educational environment in the school space. As a result, a personality is formed that is adapted to learning at school and later life. Preparing a child for school means actively shaping his educational and cognitive motives (desire to learn) and developing those specific components of activity and mental processes that will ensure his easy adaptation to a new stage of life. The transition of a preschool child to the school educational environment is his transition to a different cultural space, to a different age category and social development situation. Ensuring the success of this transition is a problem of uniting the efforts of kindergarten and primary school workers. Thus, continuity should be built: • taking into account the age and psychological characteristics of children 5 – 8 years old; • on common goals of raising and educating children; • on the unity of the requirements of adults (teachers, psychologists, parents), consistent with the chosen educational program. A special issue of continuity is the issue of the transition to school for children with special educational needs. One of the ways to optimize the continuity of kindergarten and school in children’s education is to develop a special project on the identified problem. This work is an attempt to partially develop a gentle way for a child to transition from kindergarten to school. Today the following are identified as the grounds for the continuity of preschool and primary school education: 1. The state of health and physical development of children. 2. The level of development of their cognitive activity as a necessary component of educational activity. 3. Mental and moral abilities of students. 4. The formation of their creative imagination as a direction of personal and intellectual development. 5. Development of communication skills, i.e. ability to communicate with adults and peers. The key point in implementing continuity is determining the child’s readiness for school. This is a priority area of ​​work for psychological services in educational institutions. 3. Goal and objectives of the pedagogical project. Project goal: To develop children's positive attitude towards school. To ensure the comprehensive development of the child, taking into account the mental and physical state of health, as well as to form the child’s psychological readiness for school. Project objectives: • organization of a subject-development environment; • organization of a circle; • development of the child’s speech activity; • cooperation between children, teachers and parents in preparing the child for school; • preservation and maintenance of the child’s individuality, his physical and mental health during the period of adaptation to school; • stimulation and activation of joint activities of children, parents and teachers, within the framework of the “Continuity” project.

4. Work plan for implementing the problem. Regulatory, legal and documentary base • Decree of the President of Russia D.A. Medvedev “On approval of the main directions of state social policy to improve the situation of children in the Russian Federation” • Law of the Russian Federation “On Education” as amended by Federal Law dated December 1, 2007 No. 309-FZ • Order of the Ministry of Education and Science of the Russian Federation dated November 23, 2009. No. 655 “On the approval and implementation of federal state requirements for the structure of the basic general education program of preschool education.” • Target program “National educational initiative “OUR NEW SCHOOL”, clause 5.2.8 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 15, 2004 N 280. Type of project: long-term, creative mixed type. Project participants: children of senior preschool age, kindergarten graduates (primary school students), GBOU teachers, primary school teachers, parents. Stage 1 of the project – creation of a developmental environment A “Schoolchild” corner was created in the group; a corner “Let's speak correctly”, a card index of various games, a center for science and experimentation, a children's laboratory has been opened, which is equipped with the necessary materials; a card index of experiments was selected; a mini-museum has been created, where exhibitions are displayed: “Nature and Fantasy”, “Stones and Minerals”, “Plants of Our Land”, “In the Kingdom of the Sea”. Social and moral education plays a significant role in preparing a child for school: the group creates conditions for the socialization of the child, enriching ideas about the country, region, city, people, their relationships, social manifestations: profession, age, gender. A place has been allocated in the group space where vital needs for movement can be realized, since the development of motor skills, physical qualities, health, and mood largely depends on motor activity. The playground provides conditions for enriching creative potential, activating mechanisms of self-expression, co-creation, improvisation and imagination. Stage 2 - creating motivation for preschoolers to study at school. The implementation of this stage takes place through reading books about school life, schoolchildren, their actions, which additionally makes it possible to enrich and activate vocabulary, as well as show school life from an interesting side. Excursions to school. Stage 3 – meetings with graduates and teachers Meetings with graduates, joint celebrations, walks, attending lessons, and conversations between future graduates and teachers have become traditions in our kindergarten. Further implementation of the project led to the organization of the “Fun Workshop” circle. Children attending kindergarten and kindergarten graduates, as well as parents, jointly produce attributes for theatrical activities, make crafts, and combine them from natural, waste materials. Each class session brings joy and prevents boredom and overwork. While working on the project, I realized that parents began to take a more active position in preparing their children for school. On their initiative, we have planned a number of events. Winter holidays: • “School of Santa Claus” • “The frost is not great, but it doesn’t tell you to stand” (winter games, fun, competitions). • “An Extraordinary Miracle” (competition of crafts for the New Year tree). • "Christmas meetings." Spring holidays: • “Discovery Day” • “Health Day” • Small theater meetings (joint performances - impromptu). • Creation of a photo newspaper: “Kindergarten, school and I are a friendly family together.” Forms of project implementation: Games: • didactic • developmental, • plot-role-playing, • theatrical, • games- • experiments,

Work with parents: • parent meetings, • consultations, • information in the corner for parents, • surveys, • reminders, • recommendations.

Psychological readiness for school is a complex indicator that allows one to predict the success or failure of a first-grader’s education. The main goal of determining psychological readiness for schooling is to prevent school disruption. Psychological readiness for school includes the following parameters: 1. Motivational readiness to study at school or the presence of learning motivation. 2. A certain level of development of voluntary behavior, allowing the student to fulfill the teacher’s requirements. 3. A certain level of intellectual development, allowing the child to master certain generalization operations. 4. Good development of phonemic hearing. 5. Expected result. • Children's speech has become more coherent and expressive, and their vocabulary has expanded. • Children learned to express their feelings and understand the feelings of others. • They became more self-confident, learned to overcome shyness, and empathize. • Children, parents, graduates have become interested in cooperation and partnership. • The adaptation period for first-graders was favorable. • The primary school teacher became motivated to interact with the State Budgetary Educational Institution 6. Mechanism for evaluating the result. 1. Kern-Jerasik test method. Purpose: Determination of the general intellectual development of the child. 2. Graphic copying of a phrase from written letters. Purpose: Diagnosis of sensorimotor coordination, arbitrariness of attention, coordination of vision and fine motor movements of the hands. 3. Drawing points in a certain spatial position. Purpose: Diagnosis of sensorimotor coordination, arbitrariness of attention, coordination of vision and fine motor movements of the hands. 4. Diagnostic methodology for determining the psychological readiness of children for schooling (N.I. Gutkina). 5. Methodology “Fairy Tale”, “House”, “Yes and No”, “Sound Hide and Seek”, “Boots”, “Sequence of Events”, “Ladder”. 6. Study of the personal sphere using the Rene-Gillet method. Goal: to identify the general background of a child’s well-being in kindergarten, to determine the characteristics of the child’s perception of the teacher and peers, the desire and need to communicate with them, to measure the psychological distance of relationships. Conclusion: Research results have shown that the main reason for academic failure is insufficient readiness for the learning process.

7. Further development of the project. 8. Involvement of school specialists in the project: educational psychologist and speech therapist. 8. List of references. 1. Law of the Russian Federation “On Education” (as amended) dated July 10, 1992 No. 3266-1; 2. Monitoring in kindergarten. Scientific and methodological manual. A.G. Gogoberidze, St. Petersburg. "Childhood-press", 2011; 3. Makhmutov M. I. Problem-based learning. 4. Orlov Yu. M. Ascent to individuality. 5. Derekleeva.N. I. Research work at school. – M.: Verebum-M, 2001. 9. Appendix Work plan for the succession of secondary school No. 4 and GBOU structural unit (kindergarten) for February 2012. February 3 10.00 School visit by children of the preparatory group - Sports festival "Heroic Nursery Rhymes" February 8 9.00 Open viewing of POD in the preschool educational institution by primary school teachers in the preparatory group - Literacy training February 13 11.40 Excursion to school - Visit to the exhibition of children's creativity of primary school students "Our Dear Army" » February 20, 9.45 Open lesson in 1st grade for parents of children in the preparatory group of kindergarten - Mathematics

Receptions in classes to prepare for school in kindergarten

When preparing for school, it is very important to introduce children to all possible types of pedagogical interaction, in other words, to teach them to work in conditions where the teacher uses various methodological techniques. In the practice of preschool and school education, 4 groups of methods of interaction with students are used.

Verbal techniques

Since the word plays a key role in the development of a child, verbal methods of interaction with children in the process of educational activities are leading. By listening to the teacher’s speech, as well as entering into dialogue and composing monologues, the children learn to find a common language among their peers. In addition, we must not forget that children 5–7 years old, listening to adults, form their own speech image, which largely determines the successful socialization of preschoolers and future first-graders.

Explanation

This verbal technique accompanies any type of activity of preschoolers. Moreover, even if we are talking about repeated instructions for performing a routine moment (for example, behavior at the table or getting ready for bed), an explanation is still necessary, at least in the form of instructions from simple sentences.

It is worth special mentioning the use of explanation as a motivational technique. Children of senior preschool age try to imitate adults in everything, therefore, for speech development and inclusion in one or another type of activity, verbal techniques traditionally used by the teacher can be left to the pupils. For example, give the task to explain to your comrades the procedure for completing an addition example or the progress of working on a craft.

Conversation

In this format, it is possible to build not only the test of material mastery that is accepted in pedagogical practice. With the help of leading questions on the topic, children can create an algorithm for completing a particular task.

For example, before starting to draw, I talk with my students about the following questions:

• What do you need to paint?
• How should we prepare the workplace?
• Why is it important to organize your work correctly?

This is interesting. It is very important to include “why” questions in the conversation, that is, problematic ones. They teach children to think, analyze, and draw conclusions.

Problematic questions should be included in any dialogue with children.

Riddles and poems

Typically, these techniques are used to motivate children to get them ready to complete a task. But in direct educational activities, riddles can also be used to practice the material studied. For example, having completed the repetition of vowels in class, I invite the children to repeat the material they have learned by solving riddles:

• “Watermelon” and “Almanac” begin with this letter. We all see it in almost all words. (The letter a").
• The goat bleats: “Me” and “me”, He only knows “Em” and ... (“e”).
• The hedgehog dozed off under the tree, Someone robbed the animal: Instead of “Hedgehog” there is only “hedgehog” lying near the tree. Where the maples are near the fishing line, “Yolka” became simply “elka”. Come on? How many of you found out what letter the hedgehog slept through? (Letter “e”).
• The first in the words “Needle”, “Oriole”, “Turkey”, “Caviar”. (Letter “i”).
• “Cloud”, “Glasses”, “Wasp”, “KNIFE”, “pendant” and “sausage”... Children have known for a long time that the letter ... (“o”) is similar to a steering wheel.

Poems can also be used for several purposes:

• remember what you have learned;
• get acquainted with new material;
• repeat acquired knowledge, skills and abilities at home (poems are often used as homework).

With my students when studying the topic “Time. Days of the week" we remember the order of the days of the week along with the rhyme:

• On Monday I did the laundry, and on Tuesday I swept. On Wednesday I baked kalach with honey, and on Thursday I played ball. On Friday I washed the dishes, and on Saturday I bought a cake. On Sunday I rested and read good fairy tales.

Reading

In the preparatory group, most of the children can read, so they can be given the task of reading short passages on the topic. At the same time, it is important that the text as a whole and all the words in it are understandable to the children. Reading can be used as a means of implementing a heuristic approach to education - when children find the information they need on their own. For example, in work on preparing for school, this could be understanding the watering regime for indoor plants.

This is interesting. The older the children become, the less they should read aloud, and the more they should involve themselves in this type of activity. Some psychologists claim that this technique contributes to the rapid development of reading skills.

Reading small information blocks by children stimulates other children to quickly master this important skill.

Fairy tales

I use short story sketches to motivate children, to distract them from their current studies and attract them to a common activity. For example, in order to motivate children to engage in educational activities, I offer my kids a fairy tale about Masha, who was afraid to go to school. “Once upon a time there was a girl Masha. She really wanted to grow up quickly and go to school to learn a lot. Masha thought that school would be very fun, there would be a lot of games and entertainment with friends. However, when Masha went to school, she became very scared, because there were unfamiliar children around, and the teacher explained to everyone that they should behave quietly and calmly. And then there were lessons in which the girl did not succeed, and she was afraid that the teacher would scold her. Masha came home in tears; school turned out to be completely different from what she had dreamed of. The mother explained to her daughter that we are all afraid of the unknown, and everyone can make mistakes, there is nothing wrong with that. The next day Masha went to school again, where she made friends with the guys and learned a lot of new and interesting things.” After the children have listened to the fairy tale, you can check your understanding of the plot using questions: Why did Masha want to go to school? What was Masha afraid of? What did the girl's mother say?

A teacher using fairy tales as a method for motivation must take into account that:

• the plots should not be too long, with a large number of characters (2-3 heroes are enough);
• the development of the action should not be overloaded (that is, 1–2 plot twists are quite enough);
• fairy tales must be accompanied by visual aids (pictures or toys from whose perspective the story is told).

Plot sketches should not be long, otherwise preschoolers may lose interest in further activities.

Visual techniques

Children perceive most information from the world around them through the visual channel. Therefore, visual techniques are actively used in preparation for school. Among the most effective are:

• pictures (illustrations accompany not only plot narratives, for example, fairy tales, but also routine moments, for example, the order of folding clothes in the closet after a walk);
• diagrams (this type of clarity is very important for mastering the skill of writing, since in the diagrams kids see the sequence of writing out the elements of letters);
• display (the best way to make children feel involved in a particular activity is to show that an adult is also passionate about it, for example, by completing an application on the topic “Types of transport. Airplane”, the teacher and children can arrange a competition to see who can come up with the most realistic or similar per sample model);
• demonstration (video materials can be used productively when developing topics in mathematics, speech development, and literacy).

Video: learning to add and subtract within nine

Practical techniques

To consolidate the studied material, practical techniques are traditionally used that demonstrate creative comprehension of information:

• drawings;
• applications;
• crafts.

These types of work can be united by a common task - creating a project on the topic. For example, “I am a future first-grader.”

Photo gallery: examples of drawings on the topic “I am a future first-grader”

In the drawings, children depict not only the school building, but also their future image of a first-grader

In drawings, preschoolers express their expectations from school

In the projects, children demonstrate their vision of the image of the school

Parents participate in the creation of the project, providing mediocre assistance, for example, designing inscriptions

Observation

The use of this practical technique is important for the development of a heuristic way of acquiring knowledge by children. That is, the guys themselves obtain information, analyze it and, in connection with this, formulate certain conclusions. The function of the teacher in this case is limited to helping in generalizing and systematizing the material. Observation is organized during a walk or in the form of experiments in a group.

Table: file of observations in preparation for school (fragment)

Gaming techniques

Game techniques are actively used in preparing for school, since play is the leading activity of preschoolers.

Didactic games

This type of games is actively used when organizing GCD, since it allows:

• get acquainted with new information;
• practice and consolidate acquired knowledge, skills and abilities;
• repeat the studied material.

There are 2 types of educational (didactic) games:

• content-oriented game actions;
• based on game material.

Didactic games based on game material cultivate perseverance in preschoolers

Table: types of didactic games in preparation for school

Outdoor games

Health-saving teaching methods are the main ones in working with preschool children. For their practical implementation, outdoor games are actively introduced into all elements of the educational process, which also fulfill the task of maintaining the general emotional tone in the group.

Outdoor games lift the spirits of both children and adults

Table: types of outdoor games used in school preparation classes

Theatrical games group

When preparing for school, several types of theatrical games are included in the educational process:

• role-playing games, in which children, based on personal experience, act out everyday situations (at a doctor’s appointment, in a lesson at school, etc.);
• dramatization, where children perform play actions based on the instructions of the “director,” that is, a teacher or friend (for example, skits based on read fairy tales, participation in thematic matinees, etc.);
• director's games, that is, performing game actions based on an invented plot (for example, acting out saving hares from a flood in the forest on a flannelgraph);
• finger games are exercises for training fine motor skills aimed at activating speech centers.

By playing out various situations and fairy tales, preschoolers learn new behavior patterns, become more independent and self-confident.

By playing school, children in a safe environment become familiar with the roles of students and teachers.

School project “On the threshold of school”

Type of project: long-term, information-practice-oriented, psychological and educational.

Age and composition of participants: pupils of senior preschool age, their parents, teachers.

Time planned for project implementation: 8 months.

Problem: immaturity of the mental processes of older preschoolers, and as a consequence - a low level of psychological readiness for schooling, a lack of psychological knowledge of parents and teachers.

Relevance of the project.

Being ready for school does not mean being able to write and read, you need to be psychologically ready for school!

Is your child ready for school? He is able to be attentive (attention), skillfully solve logical problems (thinking), has a firm hand for writing (motor skills), can easily navigate a piece of paper (orientation in space left, right, top, bottom), can prove his opinion, give arguments , wants to go to school for knowledge, not a beautiful backpack (motivation for learning), treat adults politely, the cognitive side of studying is developed! If you honestly answered “YES” to all the questions, then your child will be a successful student at school, but if “NO”, then your future student has time to prepare for a new stage in life - school!

Educational activity is difficult for a preschooler and an automatic transition to it without the child’s preliminary preparation is simply not possible.

But preparation is needed not only for the child, but also for his parents, especially those whose first child goes to school. How to get your child ready to study? How to choose primary education from the many offered, focusing on the characteristics and abilities of your child? How to reduce anxiety levels in yourself and your child? What “right” shoes and backpack should a first-grader choose to stay healthy?

The mental health of children during the transition from kindergarten to school has not attracted the attention of adults for a long time. Meanwhile, entering school completely changes the child’s life. At school, the child finds himself in new social conditions.

A child who is poorly prepared for learning already in the first grade begins to lag behind his peers, which contributes to the formation of low self-esteem and subsequently leads to persistent school failure and maladjustment.

The proposed project will help:

• Psychologically prepare the child for the transition from play activities to educational activities;
• To develop the mental processes of the future first-grader: attention, memory, thinking, perception;
• Prepare the child’s hand for writing (fine motor skills);
• Form a system of relationships for the preschooler (to himself, adults, school);
• Strengthen the emotional sphere of both the child and his parents (adequate response to the emotions of others);
• Master language as a system for receiving and transmitting information (monologue, dialogue);
• To form the volitional and motivational components of the future schoolchild;
• The orientation of each child towards independence, self-confidence, success and self-efficacy (confident in his actions).
• To increase the cultural level of parents in the field of the child’s psychological readiness for school;
• Provide the necessary knowledge to parents of students and teachers about the proper selection of shoes, school backpack and accessories;
• Teach ways and means of reducing anxiety;

The planned PROJECT lessons with children are filled with various game tasks that are focused on the development of the child’s cognitive mental processes, which is a necessary basis for mastering any educational material: counting, reading, writing. Grouped by theme, season, calendar holidays. Visual material, musical accompaniment of thematic games, and reward elements were used.

Meetings with parents are informative, increase the level of knowledge in the field of child psychology, preserve the child’s health and certainly force adults to think about the psychological well-being of their child.

When a child enters school, his usual lifestyle changes, and new relationships with people arise. A change in environment may be accompanied by an increase in anxiety and a decrease in activity. The result of this may be the emergence of inadequate coping mechanisms, which are commonly called school maladjustment. One of its main manifestations is an increased level of anxiety. Under unfavorable conditions (anxiety in children, fears in parents), anxiety turns into a stable character trait. Closer to the age of 7, we can talk about a certain emotional mood with a predominant feeling of anxiety and fear of doing something wrong. In this regard, the issue of successful adaptation of the child to school is acute.

A strong relationship has been established between mental health disorders and children's educational success. By the time a child enters school, he should have an idea of ​​what awaits him and how learning takes place. And the most important thing. He must have a desire to learn. If a child is not ready for a new society, then even if he has the necessary skills and abilities, it will be difficult for him.

It is often difficult for children to analyze their experiences and their attitude towards schooling. By the age of 7, half of children (especially boys) are not psychologically ready to start school. There is immaturity of regulatory functions, voluntary behavior, memory, and speech are difficult. Children of senior preschool age develop fears, anxiety, and uncertainty before entering school. Excessive demands are placed on the child’s behavior, which he is unable to meet. This also increases anxiety and lowers self-esteem.

Objective of the project.

Increase the level of individual development and develop students’ interest in school. To form a positive attitude towards the upcoming training, to prepare for the adoption of a new social role - the position of a “school student”, to increase the literacy and competence of parents and teachers on the issue of preparing children for school.

Project objectives

Children:

• Formation of children's psychological readiness for school through the development of mental processes.
• Preparing the hand for writing through the development of fine motor skills;
• Formation of a preschooler’s system of relationships (to himself, adults, school);
• Strengthening the child’s emotional sphere (adequate response to the emotions of others);
• Master language as a system for receiving and transmitting information (monologue, dialogue);
• To form the volitional and motivational components of the future schoolchild;
• The orientation of each child towards independence, self-confidence, success and self-efficacy (confident in his actions).

Parents, Teachers:

• Conducting pedagogical education for parents of future first-graders on the issues of children’s readiness for school;
• Training parents of pupils in ways to relieve anxiety;
• Familiarization of parents with the basics of psychology of a child of senior preschool age and with methods and techniques of positive attitude of children to the “school position”.
• Communication with parents of students on the topic of the project on the KAZINOPA website, topic: “BOOMERANG”

Project implementation principles

• Purposefulness of the process of psychological development based on the age characteristics of children;
• Scientifically based combination of different types of activities;
• Unity of content, forms and methods of work;
• Personality-oriented approach in the process of developing a positive attitude towards school in preschool children;
• The principle of co-creation of children, teachers and parents in the joint process “children – parents – employees”;
• The principle of systematicity and consistency.

Project subjects

• Educators;
• Children of senior preschool age;
• Parents.

Project implementation period

Academic year 2012 – 2013

Expected Result

• The level of “psychological readiness” in older children for school has increased;
• Development of fine motor skills;
• Reducing anxiety in children and their parents;
• Increasing educational motivation in children for schooling, through the desire for success;
• Increasing the competence of parents on preparing children for school;
• Development of booklets and consultations for parents.

Project organization

Stage 1. Formulation of the problem.

Hypothesis

The development of mental processes through classes with the children themselves, increasing the level of psychological literacy among parents of students and teachers will make it possible to effectively influence the level of individual development of each child, and as a result, competently increase the psychological readiness of children for the primary school level.

Stage 2. Organization of project implementation.

Tasks:

• Conducting a diagnostic examination of children “Psychological readiness for school (methods: Agafonova, Jierasek “School Maturity Test”). Identification of the individual level of development of children.
• Joint educational activities of a teacher-psychologist with children: Classes according to the author’s Program: “On the threshold of school” (October - May)
• Conducting conversations and individual consultations for parents and teachers “Psychological readiness for school” using EER, internet (preschool educational institution website on Kasinope).
• Seminars “Adaptation”, “Time of Cooperation” - psychological readiness for school.
• Attending parent group meetings in order to unite Project participants and interest in the work.

Stage 3 is final.

Tasks:

1. Control diagnostics of pupils to study changes in the level of individual development of mental processes.
2. Individual counseling for parents and teachers as part of the Child Readiness for School Project.

Expected Result:

• Dynamics in the individual development of children;
• Improving the psychological culture of parents and teachers
• Mastering ways to reduce anxiety.
• Competent choice by parents of an educational institution, focusing on the abilities, preparedness and characteristics of their child.

Product of project activity: monitoring study of the level of dynamics of individual development of mental processes of older preschool children in the form of graphs, diagrams, analytical reports.

Methodology for conducting classes to prepare for school in preschool educational institutions

To achieve the set goals and objectives, the teacher must not only wisely select the content of the lesson, but also logically build its structure.

Temporary GCD plan for school preparation

Like other classes with older preschoolers, the school preparation lesson lasts 25–30 minutes. This time frame includes 4 stages of work:

1. Updating basic knowledge (introductory stage) - 2–3 minutes. The teacher motivates the children to work, the children repeat the material learned earlier, and check their homework if this type of work is expected.
2. The main stage is up to 15 minutes. During this time, children become acquainted with new material, combining the information received with what they have already mastered. In addition, the main stage includes physical education (breathing exercises, finger games).
3. Consolidation of what has been learned - up to 8 minutes. The studied material is systematized using practical techniques (making applications, drawings, etc.).
4. The final stage is up to 4 minutes. The teacher comments on the work of the group as a whole and each child individually. Children evaluate themselves in class, that is, reflection is carried out.

An integrated lesson usually includes tasks in literacy, mathematics and environmental awareness.

Table: summary of the integrated educational activity “Back to school soon!” in the preparatory group (fragment)

Video: open integrated lesson in a preparatory school group

https://youtube.com/watch?v=YlOrFybQODI

Preparing for school is a long and systematic process that is carried out in kindergarten, starting from the first junior group. But if in primary and middle preschool age children master social and communication skills that are of key importance for the subsequent educational stage, then in older groups this work takes on the character of direct educational activity, that is, it is organized in special classes. As a rule, the teacher plans these lessons as integrated, that is, including work in all educational areas in accordance with the Federal State Educational Standard.