Methods of work on the preparation of a child for school training. Practice of realization of innovations for the preparation of children for schooling in the conditions of additional education institutions Innovative forms of children's training for school

"Modern and innovative forms and methods of work in classrooms as a condition for the preparation of children to school in the light of the tasks of the modernization of education"

Chapter 1. Theoretical basis for conducting activities in the light of the tasks of modernization of education 5

1.1. The state of the problem of continuity of preschool and primary education 5

1.2. The role of visual creativity in the development of preschoolers and prepare them school learning 7

1.3. Organization of classes in visual activities in the light of the requirements of Programs DOU 10

Chapter 2. Methodological foundations of modern exercise with children of senior preschool age when preparing for school 14

2.1. Application of innovative technologies in the lessons in DOU 14

2.2. Innovative forms and methods of work in the lessons from 15

Chapter 3. Experimental work on the use of modern and innovative forms and methods of working in classes from both the conditions for the preparation of children to school 20

3.1. Organization of research 20.

Conclusion 27.

List of references 29

The problem of developing children's creativity is currently one of the most relevant both in theoretical and practical attitude: because we are talking about the most important condition for the formation of an individual identity personality in the first stages of its formation.

In the visual activities of 6-year-old children, such specific features of their thinking are reflected as concreteness, imagery. Fine activity of the child is closely connected not only with separate functions (perception, memory, thinking, imagination), but also with a person as a whole. It manifests the interests of a child, temperament.

In the process of visual activity, manual skill develops, the visual and motor coordination necessary to prepare the child to the letter. In the process of drawing objects of various shapes, values \u200b\u200band proportions, the skills are formed to hold a certain direction. Acquaintance of children with basic forms close to geometric pieces, both flat and voluminous, the ability to highlight them from the surrounding reality, compare them in size, length, width, height, correlate the size of the parts of the image and their spatial position in decorative drawing classes Contribute to mastering elementary mathematical concepts.

In the class of amusement, the tasks of the comprehensive development of the child's personality are carried out and the objective development and aesthetic attitude to reality, moral education. Currently, educators, educators in the planning of classes are selected modern and innovative forms of work, contributing to a more efficient and targeted process for training for school education.

The above led to the relevance and selection of the topic of a practical-indicative project.

The purpose of the study: theoretically and practically examine modern and innovative forms and methods of working in classes, as a condition for the preparation of children to school in the light of the tasks of the modernization of education.

Taskipractic-indicative project:

To study the theoretical foundations of classes in the light of the tasks of the modernization of education.

Consider the methodological foundations of modern exercise with children of senior preschool age when preparing for school learning.

To conduct an experimental work on the use of modern and innovative forms and methods of working in classes from both the conditions for preparing for school learning.

Object of research: the process of preparing children to school.

Subject of research: Modern and innovative forms of work in class practices.

Hypothesis: The process of preparing children to school will take place more efficiently if in class uses modern and innovative work forms.

Methods studies: learning and analysis of literature on the issue of research, observation, pedagogical experiment.

The theoretical basis of a practical-estimated project was psychological and pedagogical educational and methodological aids, articles of periodicals on the subject of research.

Structure of work: Introduction, three chapters, conclusion, a list of references.

Chapter 1. The theoretical foundations of conducting exercises in the light of the tasks of the modernization of education 1.1. The state of the problem of continuity of preschool and primary education

If a preschool educational institution, children may not attend, then school, according to the law "On Education", should attend all that have achieved 6.5-7 years. The school undergoes radical changes. Currently, the country is becoming the formation of a new education system. The main problem is to reorganize the field of education on new principles that meet the approving state-political and socio-economic relations and enshrined "education". Distinctive feature the development of the educational system at the present stage is active process Creating a continuous education system. One of the main conditions for ensuring the functioning and development of a unified continuous education system is the implementation of the continuity of different steps, in particular the continuity of preschool and primary education.

In this regard, educational technologies are improved, in the development of which the following trends in education are taken into account: from the reproduction of knowledge to their productive use, depending on the tasks being solved; from mechanical memorization to teaching as a process of intellectual development; from a statistical knowledge model to dynamically structured mental systems; from orientation on an average student to differentiated and individual learning programs; From the external motivation of the teaching to the inner moral and volitional regulation. Thus, the most important component of the pedagogical process becomes personal-oriented approach, development of personal competencies.

Training preparation is continuity that allows you to provide a human transition from one age group to another and implement the main tasks currently set before being.

Modern tasks of modernization of education in the field of preparing children to school are based on the following principles:

continuity of child development;

overall development of the child based on its individual capabilities and abilities;

development of creative abilities in children;

development of personal competencies of a child as a subject of creative activity as an active subject of knowledge;

development and strengthening of personality health;

development of spiritual and moral beliefs of the individual;

development of sustainable psychological adaptation to new formation conditions;

continuity between educational students and parents.

Basins for implementation of the principle of continuity between preschool and school education are: orientation is not on the level of knowledge, but on the potential features of the child, on its "zone of the nearest development"; Creating conditions for the inclusion of a child in new social forms communication; Organization and combination in one semantic sequence productive species activities; preparation of the transition from gaming activities to educational; Ensuring a gradual transition from spontaneity to arbitrariness.

At the heart of training in school lie personal - oriented and educational technologies. Purpose personal-oriented technologies are the development and formation in the process of training for the training of an active creative personality. Educational technologies aims on the formation of a child's problem thinking, on the development of mental activity. Developing technologies contain: developing didactic games, developing practical tasks, creative exercises, design, analytical - synthetic actions.

In accordance with the logic of the development of the child, the training for school is not a training, but developing nature.

1.2. The role of visual creativity in the development of preschoolers and their preparation for school education

Cashing creativity, the child is attached to beauty, synthesizing and integrating their own aesthetic experience with the general culture. Experience that has accumulated preceding generations and is transmitted both at the genetic level and the objects of material culture. In this connection, a number of elements can be distinguished in this conditionally. We are talking about wholeness, proportions, harmony, clarity, about the elements that act on us directly. According to its content, they comply with expressive means that make up the visual letter system. Consequently, any creative product cannot be built on the chaotic use of individual patterns, funds. For the integrity of the image, color and compositional harmony is necessary - the basis of creativity. Mix it in stages, starting with preschool age.

If you consider children's visual creativity objectively: in reality it exists and manifests itself due to the super-docking (intuitive) activity. Already in the senior preschool age, determined with the idea of \u200b\u200bfuture work, the child will choose the desired paints, will determine the technique and composition.

To implement any idea, the child needs elementary reflection experience. It consists of the ability to apply certain rules and patterns of art, protruding some artistic and visual tools. Consciousness of creativity begins to manifest itself only for the older preschool age when the necessary artistically - the pictorial and emotional experience accumulates when children begin to understand the relationship between the intent, their capabilities, expressive means and the nature of the image.

According to A.V. Zaporozhets, visual activity like a game makes it more deeply comprehending the plots of interest to the child. However, it is even more important, as it indicates that as the visual activity is mastered, the child is created internal, the ideal plan that is absent in early childhood. In preschool age, the inner plan of activity is not yet fully internal, it needs material supports, and the drawing is one of these supports.

American authors V. Lovenfield and V. Lombert Britten believes that artistic education has a huge impact on the development of the child. It may happen, they note that the most "primitive" work may be more significant for the child than perfectly performed, in the view of an adult. The child can find himself in drawing, and at the same time the emotional block will be removed, its development. A child may have self-identification, perhaps for the first time in his creative work.

The cognitive sphere is expanding in classroom activities. Indeed, in works of art, the phenomena of nature are displayed, simple and complex relationships between people are revealed, the inner world of man is exposed. Thanks to art, the child begins to navigate deeper in the world. Classes of visual activities are conjugate with the performance of various forming movements, those that contribute to the development of shallow motility hands. And this, in turn, ensures the complication of mental activity, translates it to a better level.

By drawing drawing, modeling, applique, children learn to perceive, observe, invent images, reflect on their structure, think over the stages of their work, fantasize. All these psychological processes are an indicator of mental development. Mental development is the process of developing cognitive abilities, the development of ability to analyze, compare, to generalize.

The relationship of children's visual creativity and morality is manifested in the course of familiarization with works of art, the child learns to silence not only the element of the beautiful, but also a value aspect. He begins to understand the significance of beauty for the person, the world, and thereby, learning on his own images, to convey to those surrounding in the process of creating and transforming its artistic and aesthetic experience this beauty.

Many qualities of personality (ability to empathize, feeling mutual aid, decency, responsibility, etc.), which are emerging in classes in visual creativity, help the child to understand the world around himself.

The classes of visual activities are characterized not only by the fact that children are completely absorbed by the creative process itself, but also the fact that they learn to organize their workplace, keep it clean and the procedure, to change water in the cups in time, remove the garbage, to remove excess glue from work and T .. The desire itself is responsible for a piece of its space, follow him, to do it better, it is cleaner forms important labor qualities.

The presence of artistic and creative abilities in children is 5-7 years old is the key to successful schooling, so it should develop these abilities as early as possible. Classes drawing, modeling and appliqué contribute to the development of creative imagination, observation, artistic thinking and child's memory. The right leadership of the aesthetic development of children is possible only as a result of the study and knowledge of their age and individual characteristics. Developing interest in the visual activity, should be attentive to each child, to be able to help him, give the necessary instructions, support the desire to do the work well and objectively appreciate its efforts. It is in the visual activity that each child can show its individuality.

At the present stage of development pedagogical science Of particular importance is the problem of artistic and creative education, its software. Now, artistic and creative education is not only the path of developing childhood gifting, but also the path to self-realization of the personality, the way to adapt in society. The content of artistic and creative education of children at the present stage is determined relevant tasks: creative development of natural giftedness, taking into account the possibilities of each child with various types of artistic and creative activities; Development of individuality, ability to spontaneous creative behavior.

1.3. Organization of classes in visual activities in the light of the requirements of Programs

Currently there are many preschoolers training programs for art.

The program for teaching children of preschool age "The joy of creativity" was created by O.A. Solomennikova. The purpose of the program: the development of the artistic and creative abilities of children 5-7 years in the means of folk and decorative and applied arts.

The main tasks of the program: to expand the presentation of children about the variety of works of decorative and applied art; form aesthetic attitude to the surrounding reality; develop aesthetic taste, skill and drawing skills; fasten the ability to draw decorative elements; To acquaint children with the laws of building a geometric and vegetable ornament.

The program "The joy of creativity" is designed for 2 years of study. The program for the year includes 68 classes. Especially for the program has developed abstracts of classes, scenarios of holidays and entertainment, diagnosis and various reference materials are presented.

The program can be used as specialized for additional education for children in artistic and creative development under the section "Fine activity".

The positive parties of this program is that it is based on integrating speech, musical, visual, theatrical activity. All listed activities The author of the program proposes to include in decorative drawing classes. Work on decorative drawing is invited in three directions: the practical activity of children; registration kindergarten works of decorative art; Familiarization of children with various types of folk arts of other genres. The disadvantages of the program in terms of the issues of this study is the inconsistency of some tasks to the age characteristics of children.

The Raduga program is a comprehensive program of education, education and development of preschoolers, which employs Russian children's gardens. The program provides comprehensive development of the child, its most important components are the game. For this program, sets of benefits for preschoolers for all types of activities and guidelines for educators have been created.

The main tasks of the program: ensuring the child the opportunity to joyfully and mean pre-school years; Comprehensive and timely mental development; formation of active and careful respect for the world environment; Advisions to the main spheres of human culture (work, knowledge, art, morality).

The content of the program corresponds to seven rainbow colors. Yellow - Fine activity and manual work. Training of visual activity and artistic work occurs through the acquaintance of children with samples of people's and decorative and applied arts (works of Khokhloma, Gzhel, Dymkovsky toy, etc.). Children are taught to draw pencils and paints, modeling on the basis of acquaintance with folk plastics. This section of the program was developed by the so-called. Doronova.

The aesthetic development of a preschooler cannot be limited to classes on the visual activities, but should be carried out in the process of perception of nature, art and its own artistic activities. Therefore, in the program "Raduga" section "Fine activity" is represented by two independent subsections: "Beauty in life and visual art" and "Teaching children drawing and modeling".

The first subsection is aimed at developing the aesthetic attitude of children to the environment and the formation of their interest in nature, beautiful household subjects, decorative and visual arts. The second subsection is aimed at the development of children's creativity and the formation of visual skills and skills necessary to create an artistic and expressive image.

The division on the subsections is due to the fact that in children of preschool age, the development of perception is carried out much more intense than the formation of the arbitrariness of movements, on which the development of manual skill depends. At the same time, perception plays such a significant role in general and aesthetic development, which is wrongful to limit it only by the perception of those subjects that children paint or make. Therefore, the authors were forced to divide these areas and submit them in the form of two independent subsections.

Work on the formation of aesthetic attitudes towards the environment to the environment (the "Beauty in Life and Fine Art" subsection) will only benefit if the ideas embedded in it will be carried out constantly. Artworks can be placed on the shelf. The shelf must be placed at the level of the eyes of children, i.e., low, and tell them that this shelf is not simple, but magic. It will appear very beautiful items and disappear. Therefore, you need to have time to consider them.

To the positive points of work on the program include: a departure from the rigid regulation of children's activities, the use of flexible modes, a variety of forms of organizing training and education with the widespread use of child experimentation, independent choice of activities and their means, collective work, etc. The originality of the program is that the activity and interest of children to classes is stimulated by sense-forming game motifs. This program feels some gap between the declared general theoretical psychological grounds and specific targets and the content of the pedagogical process. According to the tasks, it is almost no different from the traditional.

The team of teachers of Novosibirsk was developed the amazing program, the leading place in which belongs to decorative drawing.

The program is designed for training children from 4 to 7 years, includes three types of visual creativity: drawing, applique, laying from plasticine. Provides a sequential study of a methodically built material. The execution of the alternateness of the tasks specified in them ensures the progressive artistic development of the child.

The implementation of the program is based on the acquisition of children to the world of excellent, the development of an active interest in decorative art. The principle of thematism in the program is the main one. During the year, each topic is consistently considered. Teaching technical skills and skills is aimed at using various techniques, taking into account the expressive properties of materials, features of the image of the image.

The advantages of the program is the presence of such principles in the construction, as a systematic, thecticity, consideration of the age characteristics of children. The shortcomings can be attributed to the absence of original forms and methods of work, no innovation.

Chapter 2. Methodical foundations of modern exercise with children of senior preschool age when preparing for school 2.1. Application of innovative technologies in the lessons in Dow

Fine art is a complex subject that contains knowledge of the composition, proportions, perspective. The task of modern school and dow - to form the ability to act and be successful in a dynamically developing modern society.

Pedagogical innovation - intentional qualitative or quantitative change in pedagogical practice Improving the quality of learning. Obviously, it is impossible to decide pedagogical problems outdated methods. To solve these tasks in modern kindergarten, numerous innovative technologies. There is an opportunity to combine theoretical and demonstration material (slides, movies, videos, music, presentations for classes). Since the lessons are built on a visual series, the use of multimedia equipment features facilitates the preparation of the teacher to occupy where it is often used by visuality. Immerse yourself in the world of art, to visit the artist, designer, architect, without requiring materials that are sometimes not available to children.

The use of multimedia technology in classes is first perceived by students at the level of the game, gradually involving them in a serious creative work, in which the student's personality develops.

The advantages of using computer technologies in teaching are obvious: familiarity with any topic accompanied by video of video, photos, reproductions; "Visit" of the world's largest museums; "Immersion" into space and time; Activation of the educational process.

In the most common plan, the ability of a computer in equipping disciplines related to children's training for 6 years drawing, it is possible to conditionally determine the following three positions: ensuring clarity in the presentation of educational materials; support for the control of knowledge and skills, organically creating a medium for a simulator; Organization of various forms of creative activity.

One of the basic requirements for a teacher of fine art with the use of information technology today is the possession of a developed vocabulary, an intonational and expressive speech, psychological freedom of communication with the public. Because the computer is ready to replace the teacher in many functions, and especially in the function of the presentation of standard knowledge. It provides in the free order of the child arrays of information that was previously able to give only a teacher with illustrations, reproductions and book in his hands. The computer provides exceptional visibility: audio and video stresses, as well as more conveniently structured, decorated verbal text on the screen.

In the situation of "monitor", on-screen competition, the main function (task, the role) of the educator becomes only exclusively communication. His style is a smart style and interesting personwho knows how to "extract" interesting information and it is interesting to imagine.

With the help of a computer, you can provide visibility in the presentation of any educational information. Not only a lesson on the explanation of theoretical material can be made visual, but also a simulator, test, use the presentation of various information blocks.

Electronic support for training - also a very wide sphere. This also provides visibility and the presentation technology is used. These may be reproduction of paintings, visual effects. In auditory inspections and simulator - presenting samples of fine art for analysis, guessing.

2.2. Innovative forms and methods of work in the lessons from

Based on the new concept of artistic education, classes of visual activities can be viewed as a special type of classes, the structure of which, elements of the movement of training and education should obey the laws of a special form of social activities - the laws of art. Modern lesson in kindergarten - this is a lesson-image, the creators of which are the educator and pupils.

An exercise of fine art is a kind of "pedagogical work", "mini-performance", artistic and pedagogical action, having his idea, drawing, culmination, junction, etc. .

In the visual activity, the child is expressing, tries his strength and improves his abilities. She gives him pleasure, but first of all enriches his ideas about the world. That is why modern teachers and psychologists oppose the traditional - didactic methods of learning used in preschool institutions and generating children to act within the framework of the schemes imposed on it, samples, representations that do not wake up their fantasy, but, on the contrary, they suppress the development of the personality.

New approaches frank the child. He is no longer afraid that he will not succeed, - a little technology, and a stain on a sheet of paper turns into a kitty, oak-giant, marine monster. It is easier for the child to put a stain on a sheet, make strokes, work with a brush in all directions, freely coordinating the movement of the hand.

As experience shows specific methods for connecting collective and individual forms of work of preschoolers in the process of visual, decorative or design activities, there may be many. They are born as a result of the joint creativity of the educator and children. In collective visual activities, children independently distribute duties, carry out collective control and self-control, strive for agreed actions, they appear additional energy, they are easier to overcome difficulties and solve complex creative tasks, a collective initiative and competition is born. At the same time, with all the importance of using collective forms of work in their application, compliance with pedagogical measures. If collective drawing is organized too often, it loses the element of novelty and attractive for children, besides, the process of assimilating preschoolers of new knowledge and skills is difficult.

Drawing classes in preparatory Groupsah kindergarten may include work forms using non-traditional drawing methods not only on paper, but also on tissue - Batik's technique.

Of course, the technology of real batik is very complex. But you can offer a simpler way that makes this occupation available for children and adults both at home and in a kindergarten. All classes are aimed at the development of creativity preschool children, which is defined as productive activityIn the course of which the child creates a new, original, activating the imagination, and realizes its idea, finding funds for its incarnation.

Getting acquainted with materials, appliances and methods of tissue treatment, children more in an emptyly acquainted with the canons of fine creativity, fixing and expanding knowledge about shape, line, color, composition. The system of work uses non-traditional methods and methods for the development of children's creativity: kleaxography, routing, spray, monotype, hand-drawing, fingers, drawing using natural material, tampony, etc.

Classes use games and game techniques that create a relaxed creative atmosphere, contribute to the development of imagination.

The method of individual projects involves cognitive and research activities. Self-education, search for new techniques for working with material, an extraordinary approach to the synthesis of material.

An integral part of the work becomes experimentation with paints (creating new shades) and the joint development of drawing methods. This type of activity allows you to make the work of children more interesting, expressive and colorful.

Children are especially subject to their emotions. The images arising in their immediate imagination and plots are amazed by their inexplicable combination of color, form, incredible events.

The most interesting path in the emotional plan is the path of random surprises. Children adore surprises, so the classes of this kind for them are always a holiday.

Modern teachers are widely used finger painting. In children, it causes special pleasure when smearing his palm or having dippeding his finger into the paint, the child leaves the traces on a sheet of paper. He is trying to determine, and if it finds similarity with anything, immediately draws the missing details. So the dinosaurs, geese swans, flowers and sun, bushes, trees, etc. appear.

Another interesting option of surprises - blots. Bright paint stains on paper are acquired by a variety of outlines, and again appear images, understandable only to the child. This is: birds flying in the sky, shrubs, vase with flowers, etc.

In the course of working with children of the preparatory group, the DOW uses another method of non-traditional drawing technology - monotopia.Especially successful and appropriate is considered to use this method when teaching children drawing landscapes and plot drawing, because This is a great way to mix paints and quickly obtaining the desired background. In both cases, the paint is applied to the surface of the leaf surface pre-moistened by the water. Then another sheet is superimposed on top and everything is smoothed. In the process of smoothing, the paints are mixed, enchanting one to another, and new colors and shades are obtained. As a result of the provision of one sheet to another, instead of one colorful picture, two are obtained. And the second sheet of the child can use as a spare, in case of failure, to draw on it in free time, as well as at home, or give a friend. Depending on the subject of classes, children independently choose the colors of the paints.

Collage, finger painting, blotchography, monotopia and other technologies of non-traditional drawing contribute to the development of creativity, awaken fantasy, activate observation, attention and imagination, develop manual skills, feelings of form and color, contribute to the upbringing of the artistic taste in children.

Chapter 3. Experimental work on the use of modern and innovative forms and methods of working in classes from both the conditions for the preparation of children to school 3.1. Organization of research

An experimental study consisted of three stages: a statement, formative and control. The study was attended by 16 senior preschool children - preparatory to school group.

At the first stage of the study, the diagnosis was carried out by the artistic and creative abilities of children according to the technique of "5 drawings" N.A. Lepskaya.

Conditions: the child is invited to come up with and draw five drawings on separate sheets of paper of the same size (1/2 album sheet).

Instructions for children: "Today I suggest you come up with and draw five drawings. You can draw everything that you want to draw, or what would like to draw and have never painted. Now you have such an opportunity. " In the instructions, it is impossible to change or supplement it. You can only repeat. On the back of the drawings, the figure is written, the name and answer to the question "What is this drawing?".

Indicators:

Independence (originality) - fixes a tendency to productive or reproductive activities, stereotypical or free thinking, observation, memory.

Dynamic - reflects the development of fantasy and imagination (the static indicates the absence of a work plan, about the inconsigned ability to find and create ideas of their drawings).

Emotionality - shows the presence of emotional responsiveness on life phenomena, attitudes towards the depicted.

Expressive - fixed by the presence of an artistic image.

Graphicity is aware of artistic agents and techniques for working with various graphic materials.

Levels and their evaluation criteria are presented on Table 1.

Table 1

Levels and criteria for assessing the diagnosis of the artistic and creative abilities of children according to the method of "5 drawings" N.A. Lept

	type and score	Criteria for evaluation
	type and score
		Original, dynamics, emotionality, artistic generalization	Variety of graphic means of expressiveness, proportion, space, light
		Indicators for type 1, but less bright	Indicators for type 1, but less pronounced
		Type 2 indicators, but no level of artistic generalization	No prospects, proportions are not respected, schematics of individual images
		The design is original, based on observations, but does not imply dynamics and emotionality	Can well transmit proportions, space, light
Tempertic level		The idea is original, but weakly based on observations	Schematic capacity, no attempts to transfer space and proportions
Tempertic level		Stereotyped	Reproductive

As a result of the diagnostic procedures, the following data were obtained (Table 2).

table 2

Surname, child name	Middle score
		Level of artistic expressiveness
M. Sergey		Fragmentary expressive level
		Level of artistic expressiveness
		Tempertic level
		Fragmentary expressive level
T. Anastasiya		Fragmentary expressive level
B. Andrey		Tempertic level
K. Victor		Level of artistic expressiveness
		Tempertic level
A. Tatyana		Fragmentary expressive level
		Fragmentary expressive level
		Fragmentary expressive level
K.Vladimir		Fragmentary expressive level
		Level of artistic expressiveness
Galina		Fragmentary expressive level
K. Zinaida		Level of artistic expressiveness

Thus, it was revealed that at the level of artistic expressiveness there are 5 children of senior preschool age (31%), half of the children of the experimental group - 8 people (50%) - showed the level of fragmentary expressiveness, the remaining 3 preschoolers (19%) were at the level of milking . This allows us to conclude that children in this group have quite good training in the visual activities, but nevertheless there are preschoolers with a very low level of artistic and creative abilities, the number of children with an average level, which may further create difficulties for such children In the process of learning in school.

Origami - Japanese paper folding paper. It attracted the attention of many residents of Russia, including teachers, as it is not only a fascinating way to leisure, but also a means of solving many pedagogical problems, in particular the development of small motility. Improving and coordinating the movements of fingers and hands, origami affects the overall intellectual development of the child, including on the development of speech.

The paper is based on the ability to twist, strips of paper of different width and length, modify their shape and make up volumetric and planar compositions from the parts obtained. For papers, you can use bilateral paper for origami or colored printer.

In working on this topic we set the following goal: the creation of pedagogical conditions for the development of children's artistic creativity in children of senior preschool age using non-traditional techniques for working with paper and thread.

Starting the work on learning to create crafts, focused on the development of children's main techniques. But this does not mean that it is necessary to exclude creative tasks. Often teaching technical techniques is in parallel with the development of children's creativity. In learning various ways Paper conversion The most significant place among the methods and techniques used occupied the way of work. The visual activity of the children of the senior group has its own characteristics. This is due to the fact that the children of 5-6 years have become physically strengthened, the process of the oakening of hand brush began, small and large muscles of the hands strengthened.

The cycle of educational tasks was aimed at acquaintance with the Origami technology and teaching children to this technique, the ability to transfer the features of the forms and structure of objects, the use of a combination of color shades, forming and securing technical skills and skills.

The work was carried out mainly in the afternoon. Individually and in subgroups. The duration of the occupation is 30 minutes.

Gaming techniques, plot moments, riddles, etudes, etc. have been widely used. For other days, preliminary works were held on the upcoming topics.

Special methods and techniques that contribute to the development of creative abilities in children of senior preschool age on Origami technology is absorbed by preschoolers. In children, under the influence of impressions from new finds in receptions with integrating non-traditional techniques, new original methods of transformation are manifested with paper, the adventures of the respective expressive and artistic agents, to embody the available and various artistic crafts in Isoni.

We also connected origami classes with the game. Arching animals from paper, children could tell with their help familiar fairy tales, they themselves become fabulous heroes, travel to the world of flowers, etc. The kids liked to engage in Origami also because at each lesson somehow some figure was obtained, put an effort, at first, not such a big one - and from a paper sheet always it turns out that That is worse, better, it does not matter, but its own.

At first, the children performed very simple compositions: Break the corners to get a mug of multi-colored paper - these were apples, cucumbers, tomatoes - and stick them on a sheet of paper to get a vegetable garden. Or "canvate" in a bank made of a large sheet of paper. For Christmas with children, a Christmas paper lamp was performed from the green paper and on it a bell.

The purpose of the next type of work is to train drawing using finger paints.

In class, within the framework of experimental work, various drawing techniques were used with finger paints:

Drawing palm. Prints of the palmus turned into various animals and birds.

Drawing with fingers. The imprint was made with a finger. This is a more difficult effect, requires greater coordination and accuracy. Children made a fingerprint and dorished it, from several prints made up a drawing.

Drawing with sponges. In class, special sets of sponges and sponge were used, or made from an ordinary shopping sponge. Depending on the size of the sponge, the children received large or small prints.

Drawing with stencils. Putting stencil on white list, the child painted the space inside the stencil with fingers or sponge.

Technique Pasparta. At first, the children did a climate: in the center of the sheet, the large image was drawn and cut out along the contour (for example, fungus). Then the kids took a pure white sheet and a few drops of paints of different colors, and painted as you want. As soon as the sheet of paper was mashed completely, the passecut was imposed.

Monotypia.

After the end of the formative stage of experimental work, a re-diagnosis of the artistic and creative abilities of children was conducted. As a result, the following data was obtained (Table 3).

Table 3.

The level of artistic and creative abilities of children of senior preschool age

Surname, child name	Middle score
		Level of artistic expressiveness
M. Sergey		Level of artistic expressiveness
		Level of artistic expressiveness
		Fragmentary expressive level
		Fragmentary expressive level
T. Anastasia		Level of artistic expressiveness
B. Andrey		Fragmentary expressive level
K. Victor		Level of artistic expressiveness
		Fragmentary expressive level
A. Tatyana		Level of artistic expressiveness
		Level of artistic expressiveness
		Fragmentary expressive level
K. Vladimir		Fragmentary expressive level
		Level of artistic expressiveness
Galina		Fragmentary expressive level
K. Zinaida		Level of artistic expressiveness

As a result, it was revealed that after the forming stage, none of the children of senior preschool age showed the lowest, milking level of development of artistic and creative abilities; 9 children (56%) showed the level of artistic expressiveness; The remaining 7 preschoolers (44%) were on average, fragmentary level of development of artistic and creative abilities.

Thus, the results of experimental work confirm the research hypothesis.

Conclusion

Currently, in conditions of change not only in the entire education system, but also in the whole society, great importance has the formation of a creative personality capable of solving problems in non-standard conditions, flexibly and independently use acquired knowledge in a variety life situations. In this regard, one of the most important tasks of general educational institutions is the development of children's ability to creativity on the basis of knowledge and accounting for its age and individual abilities.

By creating this practical oriented project, I came to the conclusion that:

drawing is one of the most interesting and fascinating classes for preschool children;

in the process of drawing, observation, aesthetic perception, artistic taste, creative abilities are improved;

the non-recognition of graphic skills and skills prevents the child to express in the figure conceived and makes it difficult to develop cognitive abilities and aesthetic perception, which can create difficulties in school education;

the most effective in class practices, as a condition for the preparation of children to school, are modern and innovative forms and methods of work.

In my opinion, in this practical-estimated successful was for the forming stage the choice of such forms of work as origami and finger paints. This is due to the compliance of these species of visual activities by the age characteristics of children, their interests, as well as the originality and creativity of these forms of work.

This project has taught me:

Analyze educational and methodological literature on the selected topic.

Conduct diagnostic procedures.

Implement an individual approach to teaching children based on diagnostic data.

Select the most effective forms and methods of working with preschoolers.

Work with such innovative methods of work in classrooms, as origami and finger paints.

From experience on this project, I will be useful for me:

Knowledge of the problem of the continuity of pre-school and primary education, methodological and theoretical foundations of training of visual activity of preschoolers at the present stage.

The skills and skills of working with origami and finger paints.

Possession of work technique with children of senior preschool age using non-traditional techniques of visual activity.

List of used literature

Belova T.V., Solntva V.A. Is the child ready for learning in the first grade? - M.: Juven, 2006.

Vetlugin N.A. Independent artistic activities of preschoolers. - SPb.: Peter, 2008.

Gerdt N.I., Piculeva L.K. Socio-cultural environment of the artistic development of children in a preschool institution: Toolkit. - Chelyabinsk: Book, 2008.

Grigoriev G.G. Development of a preschooler in visual activities. - M.: Childhood press, 2007.

Zaryanova O.Yu., Ivanova L.I., Komarova TS, Shilova OM Fine art of children in kindergarten and school. Continuity in the work of kindergarten and elementary school. - M.: Pedagogical Society of Russia, 2000.

Komarova TS Fine activity in kindergarten: learning and creativity. - M.: Academy, 2006.

Mukhina V.S. Fine activity of a child as a form of assimilation social experience. - M.: Education, 2006.

Novikov A. M. Russian education in the new epoch. - M.: Egvez, 2000.

Pchelentseva E.V. Theory and methodology for the development of children's visual creativity: Tutorial. - Nizhny Novgorod: Boomerang, 2007.

Child's personality development: Tutorial. / Ed. L.A. Head. - Ekaterinburg: y-factor, 2005.

Savenkov A.M. Gifted children in kindergarten and school: Tutorial. - M.: Prospekt, 2007.

Aesthetic education and development of preschool children: a textbook. / Ed. E.A. Dubrovskaya, S.A. Kozlova. - M.: Academy, 2006.

Introduction

Chapter 1. Theoretical foundations of preparing children of preschool age for school education

1.1 The concept of "Preparation of Preschool Children for School Learning" as a psychological-pedagogical component

1.2 Character and features of the development of children in the pre-school period

1.3 The need to develop and implement variable forms of preparing children to school

lava 2. Practical study of preparing children of preschool age for school education

2.1 Psychological and pedagogical techniques studying the preparation of children for school training at the preschool stage

2.2 Features of the work of preparatory groups on the basis of the school of the South-Western Administrative District, Moscow

2.3 Features of the preparatory groups of kindergarten of the South-Western Administrative District Moscow

2.4 Statistical analysis of the number of kindergartens and groups on the basis of schools of the South-Western Administrative District, Moscow, carrying out the training of children to school

Conclusion by chapter II

Conclusion

Bibliography

Introduction

Aligning the starting possibilities of preschool children as required condition Their successful training in elementary school (and on subsequent training) is one of the priorities public Policy in the field of education. In this regard, the development of the organization, content and methodological support for the preparation of children to school as a fundamental, basic document, allowing to systematize work on equalizing the starting possibilities of children of preschool age, is today very relevant, since as a result of the development of variable forms to school Education In kindergartens, schools, in cultural and educational centers and centers of additional education (libraries, museums, clubs, children's creativity houses, etc.) began to function by groups of short-term stay in the preparation of children to school. Preparation of children to school is carried out at home by parents or governors, and in the families of risk - social workers, which contributes to the versatile and more efficient preparation of the child to school.

The implementation of strategic directions for the development of school education - humanization, democratization, an advanced nature of education, orientation for continuity is impossible without a significant modernization of the initial educational link. At the same time, the logic of improving the elementary school is not only in an increase in the nomenclature of school subjects (for example, the introduction of a study of foreign language and information technologies in elementary school as required), the transition of schools to work on new programs, textbooks, testing innovative forms of training, but also in dominance The tasks of the development of a child, its key competencies, which meets the updated cultural and educational needs of various layers and groups of the population.

All this places elevated requirements for the pre-school preparation of the first grader, actualizes the problems of school maturity, training children to the transition to school, their readiness for systematic learning. By the time of admission to school, children should achieve a certain level of development of cognitive processes and an emotional-volitional sector, they need to form appropriate personal qualities. The priority goal at this age stage should be the real development and socialization of the child, the formation of age culture and erudition, mental and personal neoplasms. The main result of this process should be the formation of intellectual, emotional, communicative readiness for school. The lack of such readiness in the child is negatively affected by the success of its training, the comfort of stay in the classroom.

That is why in the regulatory documents of the Ministry of Education and Science of the Russian Federation, in the scientific literature, in the speeches of teachers, psychologists, physiologists and public figures, pre-school preparation is considered in the logic of ensuring the continuity of education and the progressive development of the child. And hence it is clear the need to allocate the problems of pre-school education of children into an independent pre-school educational space that most effectively conjures educational space elementary school.

In fact, preliminary analysis made it possible to identify that at present the training of children in school training is carried out on the basis of the following organizational forms:

preschool educational institutions in their traditional for Russia (kindergartens);

new forms of pre-school education on the basis of a short-term residence group of a child in kindergarten;

pedagogical complexes "School - kindergarten";

the introduction of the so-called "zero" classes in school;

family forms of preparing a child for school;

other forms of preparation are mainly mug, focused on the provision of paid services to the population.

The problem of the diagnosis of psychological readiness of children to school students are facing practical psychologists working in public education institutions such as L.A. Wenger, A.L. Wenger, V.V. Holmovskaya, Y.Ya. Kolominsky, E.A. Pashko et al.

A. Anastasi interprets the concept of school maturity as "mastering skills, knowledge, abilities, motivation and other necessary for the optimal level of learning the school program behavioral characteristics."

I. Shvanzara more exccorates school maturity as an achievement of such an extent in development when a child "becomes able to take part in school learning." As components of readiness for learning in school, I. Schvazar allocates mental, social and emotional components.

L.I. Boevich, in the 60s, indicated that the readiness for training in the school consists of a certain level of development of mental activities, cognitive interests, readiness for arbitrary regulation of its cognitive activity And to the social position of the schoolchild. Similar views developed A.V. Zaporozhets, noting that readiness for school learning "is a holistic system of interrelated qualities of a childhood personality, including the features of its motivation, the level of development of cognitive, analytical synthetic activities, degree of formation of mechanisms of volitional regulation of actions, etc." .

Thus, a number of contradictions that significantly slow down the development of the pre-school training system, adequately responding to the trends of modernization of education in the Russian Federation:

between the objectively determined increasing requirements for pre-school preparation of applicants in the first class and the catastrophic increase in the number of children who are not ready for school;

there is an orientation of education for continuity and the absence of conjugacy of pre-school and primary school education systems in the requirements, content, technologies.

Purpose: Consider the variable forms of training for school

Send your good work in the knowledge base is simple. Use the form below

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Introduction

1.3 The need to develop and implement variable forms of preparing children to school
Chapter 2. Practical study of preparing children of preschool age for school education
2.1 Psychological and pedagogical techniques studying the preparation of children for school training at the preschool stage
2.2 Features of the work of the preparatory groups on the basis of the schoolSouth- westernwow administrativewow OKRw.g.a Moscow
2.3 Features of the work of the preparatory groups of kindergartenSouth- westernwow administrativewow OKRw.g.a Moscow
2.4 Statistical analysis of the number of kindergartens and groups based on schools South- westernwow administrativewow OKRw.g.a G. Moscow, carrying out the training of children to school
Conclusion by chapterII.
Conclusion
Bibliography

Introduction

Alignment of the starting capabilities of children of preschool age as the necessary conditions for their successful education in elementary school (and on subsequent levels of training) is one of the priorities of public education policy. In this regard, the development of the organization, the content and methodological support of the preparation of children to school as a fundamental, basic document, which allows to systematize work on equalizing the starting possibilities of children of preschool age, is today very relevant, since as a result of the development of variable forms of pre-school education in children's Gardens, schools, in cultural and educational centers and centers of additional education (libraries, museums, clubs, children's creativity houses, etc.) began to function by groups of short-term stay on the preparation of children to school. Preparation of children to school is carried out at home by parents or governors, and in the families of risk - social workers, which contributes to the versatile and more efficient preparation of the child to school.

That is why in the regulatory documents of the Ministry of Education and Science of the Russian Federation, in the scientific literature, in the speeches of teachers, psychologists, physiologists and public figures, pre-school preparation is considered in the logic of ensuring the continuity of education and the progressive development of the child. And hence it is clear the need to allocate the problems of the pre-school education of children into an independent pre-school educational space, which is most effectively conjugated with the educational space of elementary school.

In fact, preliminary analysis made it possible to identify that at present the training of children in school training is carried out on the basis of the following organizational forms:

pre-school educational institutions in their traditional forms for Russia (kindergartens);

new forms of pre-school education on the basis of a short-term residence group of a child in kindergarten;

pedagogical complexes "School - kindergarten";

the introduction of the so-called "zero" classes in school;

family forms of preparing a child for school;

other forms of preparation are mainly mug, focused on the provision of paid services to the population.

The problem of the diagnosis of psychological readiness of children to school students are facing practical psychologists working in public education institutions such as L.A. Wenger, A.L. Wenger, V.V. Holmovskaya, Y.Ya. Kolominsky, E.A. Pashko et al.

A. Anastasi interprets the concept of school maturity as "mastering skills, knowledge, abilities, motivation and other necessary for the optimal level of learning the school program behavioral characteristics."

I. Shvanzara more exccorates school maturity as an achievement of such an extent in development when a child "becomes able to take part in school learning." As components of readiness for learning in school, I. Schvazar allocates mental, social and emotional components.

L.I. Bozovic in the 1960s indicated that the readiness for training in the school consists of a certain level of development of mental activities, cognitive interests, readiness for arbitrary regulation of its cognitive activity and to the social position of the student. Similar views developed A.V. Zaporozhets, noting that readiness for school learning "is a holistic system of interrelated qualities of a childhood personality, including the features of its motivation, the level of development of cognitive, analytical synthetic activities, degree of formation of mechanisms of volitional regulation of actions, etc." .

Thus, a number of contradictions that significantly slow down the development of the pre-school training system, adequately responding to the trends of modernization of education in the Russian Federation:

between the objectively determined increasing requirements for pre-school preparation of applicants in the first class and the catastrophic increase in the number of children who are not ready for school;

there is an orientation of education for continuity and the absence of conjugacy of pre-school and primary school education systems in the requirements, content, technologies.

Purpose: Consider the variable forms of training for school

Subject: Variable forms

Object: Variable forms of training for school

Hypothesis: There is a relationship between acquired skills and skills of preschoolers and their readiness for school

Tasks:

1. Give the concept of "Preparation of Preschool Children for School Learning" as a psychological and pedagogical component

2. Disclose the nature and features of the development of children in the pre-school period

3. Consider the need to develop and implement variable forms of preparing children to school

4. Choose psychological and pedagogical techniques to study the training of children for school training at the preschool stage, analyze the result and draw conclusions

5. Find out the features of the work of preparatory groups on the basis of kindergartens and schools of the South-Western Administrative District Moscow

6. Conduct a statistical analysis of the number of kindergartens and groups on the basis of schools of the South-Western Administrative District of Moscow, carrying out the training of children to school

Methods: Testing, Survey, Measurement and Scale, Methods for processing research materials (alternative and correlation analysis).

The theoretical significance of the study is determined by the fact that the data obtained relate to the development of theoretical problems of preparing children to school, make a certain contribution to the study of the patterns of general development of preschool children, which contributes to more efficient preparation of the child to school.

Practical significance: The results of this study may assist parents and teachers in organizing educational work with children of preschool age, which is intended to be effective training for school.

Chapter 1. Theoretical foundations of preparing children of preschool age for school education

1.1 The concept of "Preparation of Preschool Children for School Learning" as a psychological-pedagogical component

Child readiness criteria for school. Specialists in the field of age psychology believe that the child's readiness to school should be judged by such characteristics that reflect the features of his psyche as a whole and are neoplasms that have arisen in its gaming activities, but prepared the transition to the study.

L.S. Vygotsky characterizes age as a holistic dynamic structure that is not the sum of individual parts, but has a central neoplasm, which determines all mental features Child six to seven years old. This age is considered in psychology transitional, critical. Central psychological neoplasm of this age, by L.S. Vygotsky is the "generalization of the experience" - "Intellectualization of the affect". A child who passed this period acquires a fundamentally new type of behavior. Until this period, his behavior was dictated by the situation in which he was perceived. Now he is able to not be on the situation, he builds his behavior in accordance with certain rules and social norms. If the child went to school without acquiring this quality in gaming activities to school, a correctional work is necessary. Correction must be made using the child's game activity. Research E.E. Kravtsova showed that for the development of arbitrariness in a child, with a correctional work, a number of conditions must be performed. In particular, a combination of individual and collective forms of activity, adequate child age, the use of games with rules, etc.

Studies have shown that for first-class schoolchildren with a low level of arbitrariness, a low level of gaming activity is characterized. After conducting special games with them, the level of their gaming activities increased markedly. Due to this, positive changes occurred in their arbitrary behavior.

This neoplasm is central when diagnosing a child's readiness to school.

In addition to the arbitrariness, the readiness for school includes several important neoplasms. It should be noted that different authors focus on different of them. So, D.B. Elkonin also indicates two: the level of ownership of the means, primarily - iconic-symbolic, as well as the ability to take into account the position of another person.

The importance of the ability to use in the activities of iconic-symbolic funds is emphasized by many specialists. So, N.G. Salmina believes that by the time of the child's receipt, it should be formed by such a type of iconic symbolic activity, as a substitution (use of substituents that perform the same function as the replaceable subject. So, in the game, the child replaces the horse with a stick and rides on It is riding).

Coding is a second type of iconic symbolic activity. The essence of it in the ability to display a phenomenon, an event in a specific alphabet, according to certain rules. Schematization and, finally, modeling. A number of authors include a certain level of child communication (M.I. Lisin, N.G. Salmina, E.E. Kravtsova). Of course, this is an important readiness rate for school. It is in communication that the child is formed by the ability to obey the rules, focus on social norms. M.I. Lisin believes that the rate of formation in the child's incoming personality communication is readiness. This type of communication is characterized by the desire of a child to empathy and mutual understanding.

Finally, E.E. Kravtsova believes that the imagination is a central psychological neoplary that provides readiness for school learning.

Obviously, all these neoplasms are important for training activities. So, iconic symbolic activities are used in school constantly. Each learning item has its own system of signs and symbols. With their help, the student encodes the information studied (for example, uses mathematical signs), and subsequently it must decode it, identify the used signs with reality. (For example, behind the sign "\u003d" to see the equality of two quantities).

Modeling occupies an important place in the educational activities of the younger schoolboy. This is the necessary component of the ability to learn. There are several types of training modeling. L.I. Idarova has developed several types of models that are successfully used in the study of the Russian language:

1) Models of specific phenomena in the form of dramatization (view in the role) used as models of communication 2) A schematic representation of a word reflecting in it the characteristic features of a certain grammatical category, and others.

Modeling is widely used in solving mathematical tasks. For example, L.M. Friedman writes that the text task is the "verbal model of a given situation", and the process of solving the problem is the process of converting the model. The main thing is to be able to move from verbal to the mathematical model. At the same time, the student should be able to build a number of auxiliary models - schemes, tables, etc.

The problem solving goes as a transition from one model to another: from the text model to the auxiliary (table, circuit); From them - to mathematical, on which the problem is solved. Hence it is logical to conclusion about the need to take into account the degree of readiness of children to use models. Studies have shown that simulation techniques are available to preschoolers. L.A. Wenger and his staff found that preschoolers successfully operate with three species of models: a) reflecting the structure of a separate object; b) reflecting the structure of the object class; c) Conditional symbolic displaying not visual relationships.

Similarly, without a certain level of development of communication, the student will not be able to allocate and accept the learning task, to join joint activities and to realize its position in it and the position of the partner, etc.

The problem of psychological readiness for school for psychology is not new. In foreign studies, it is reflected in the works studying the school maturity of children. Traditionally, three aspects of school maturity are distinguished: intellectual, emotional and social. Under intellectual maturity, differentiated perception (perceptual maturity) is understood, including the selection of the figure from the background; concentration of attention; Analytical thinking, expressed in the ability to comprehend the main links between phenomena; the possibility of logical memorization; The ability to reproduce the sample, as well as the development of fine movements of the hand and sensor coordination. It can be said that in this way intellectual maturity significantly reflects the functional maturation of the brain structures.

Emotional maturity is mainly understood as a decrease in impulsive reactions and the possibility of a long time to perform not a very attractive task.

Social maturity includes the need for a child in communicating with peers and the ability to subjugate their behavior of the laws of children's groups, as well as the ability to fulfill the role of a student in school school situations.

Based on the selected parameters, tests for determining school maturity are created.

American researchers of this problem are mainly interested in the intellectual possibilities of children in the broadest sense. This is reflected in the battery tests used by them, showing the development of a child in the field of thinking, memory, perception and other mental functions.

If foreign studies of school maturity are mainly aimed at creating tests and to a much lesser extent focused on the theory of the issue, then in the works of domestic psychologists there is a deep theoretical study of the problem of psychological readiness for school, which comes with their roots from L.S. Vygotsky.

Is not it. Bozovic allocates several parameters of the psychic development of the child, most significantly affecting the success of learning in school. Among them, a certain level of the child's motivational development, including cognitive and social exercise motives, sufficient development of arbitrary behavior in the intellectual sphere. The most important in the psychological readiness of the child to school it was recognized as a motivational plan. Two groups of exercise motives were highlighted:

1) Wide social exercise motives, or motives related "with the needs of a child in communicating with other people, in their assessment and approval, with the desires of the student to take a certain place in the system of public relations available to him";

2) Motives related directly to educational activities, or "cognitive; the interests of children, the need for intellectual activity and in mastering new skills, skills and knowledge."

A child who is ready for school wants to learn and because he wants to take a certain position in the society of people, namely the position that opens access to the world of adulthood, and because he has a cognitive need that he cannot satisfy at home. The alloy of these two needs contributes to the emergence of a new child's relationship to environment, named L.I. Bozovic "The internal position of the schoolboy" (1968). This neoplasm L.I. Bozovic attached very importantly, believing that the "internal position of the schoolchildren" can act as a criterion of readiness for school learning. It should be noted that the "internal position of the schoolboy", and the wide social exercise motives - the phenomena are purely historical. The fact is that the system of public education and training existing in our country implies several steps of growing up:

1) nursery, kindergarten - preschool childhood;

2) School - with admission to school the child gets up on the first step of growing up, here it begins to prepare for independent adult life; This value is attached to school in our society;

3) Higher School or Work - Adults. Thus, the school is a link between childhood and adoleship, and if visiting preschool institutions It is optional, then the school visit has so far been strictly mandatory, and children, reaching school age, understand that the school opens them with access to adulthood; Hence the desire to go to school to take a new place in the system of public relations. This is usually explained by the fact that children do not want to study at home, but they want to study at school they are not enough to satisfy only a cognitive need, they still need to meet the need for a new social status they receive, including the educational process, as serious activities leading to the result important both for the child and for the surrounding adults,

The neoplasm "Internal Position of the Schoolboy", arising at the turn of pre-school and younger school age and is an alloy of two needs - cognitive and communicate with adults at the new level, allows the child to join the educational process as a subject of activity, which is expressed in conscious formation and The performance of intentions and goals, or, in other words, the arbitrary behavior of the student.

Almost all the authors exploring psychological readiness for school pay arbitrariness a special place in the problem under study. There is a point of view that the weak development of arbitrariness is main stone Suggestion of psychological readiness for school. But to what extent, arbitrariness should be developed to the beginning of school training - the question is very weakly worked out in the literature. The difficulty lies in the fact that on the one hand, arbitrary behavior is considered to be a neoplasm of younger school age developing within the training (leading) activity of this age, and on the other hand, the weak development of arbitrariness prevents the start of learning at school.

D.B. Elkonin (1978) believed that arbitrary behavior is born in a role-playing game in the team of children, allowing the child to rise to a higher level of development, which it can do in the game alone, since the team in this case corrects the impairment of the intended sample, then as independently; It is still very difficult to carry out such a control. "The control function is still very weak," writes D. B. Elkonin, "and often requires support from the situation, from the side of the game participants. In this weakness of this born function, but the value of the game is that this function is born here. Therefore, the game can be considered a "school of arbitrary behavior". Of this idea, the genesis of arbitrariness is not clear what level of development should be achieved by the last transitional period from preschool to younger school age, i.e. by the time of the child's receipt to school. But it is undoubtedly that the process of school learning from the very first steps is based on a certain level of development of arbitrary behavior.

Discussing the readiness for school, D.B. Elkonin in the first place put the formation of the necessary prerequisites of educational activities. Analyzing these prerequisites, he and his staff allocated the following parameters:

the ability of children to consciously subjugate their actions to the rule, generalizedly defining a method of action;

the ability to focus on the specified system of requirements;

the ability to listen carefully to the speaker and accurately perform the tasks offered and oral form;

the ability to independently perform the required task according to a visually perceived pattern.

In fact, these are the parameters of the development of arbitrariness, which are part of the psychological readiness for the school, on which learning in the first grade.

In the works of E.E. Kravtsova (G.G. Kravtsov, E.E. Kravtsova, 1987; E. B, Kravtsova, 1991) When characterizing the psychological readiness of children to school, the main blow is being made to communicate in the development of the child. Three spheres are distinguished - the ratio to the adult, to the peers and to oneself, the level of developed by which determines the degree of readiness for school and is definitely correlated with the main structural components learning activities.

N.G. Salmina (1988), as indicators of psychological readiness for school, there is also arbitrariness as one of the prerequisites for educational activities. In addition, it draws attention to the formation level of a semiotic function and personal characteristics, including features of communication (skill jointly to solve the tasks set), the development of the emotional sphere, etc. The distinguishing feature of this approach is the consideration of a semiotic function as an indicator of children's readiness to school, and the degree of development of this function characterizes the intellectual development of the child.

It is necessary to emphasize that in domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is placed not on the amount of knowledge learned by the child, although this is also an important factor, and on the level of development of intellectual processes: "... the child should be able to allocate significant in the phenomena of the surrounding reality , Be able to compare them, to see a similar and excellent; he must learn to reason, find the causes of phenomena, draw conclusions. " For successful learning, the child should be able to allocate the subject of his knowledge. In addition to these components of psychological readiness for school, we allocate an additional one more - the development of speech. It is closely related to intelligence and reflect both the overall development of the child and the level of its logical thinking. It is necessary that the child can be able to find separate sounds in words, i.e. He must have developed phondematic hearing. No less important is the development of speech as means of communication and prerequisites for the assimilation of the letter.

Summing up the whole thing, we transfer psychological spheres, but the level of development of which is judged by psychological readiness for school: affective, consumed, arbitrary, intellectual and speech.

The techniques of the diagnosis of psychological readiness for school should show the development of the child in all of the listed, above the spheres. At the same time, the instructions of DB should be remembered. Elkonin that when studying children in the transitional period from preschool to younger school age, "the diagnostic scheme should include the diagnosis of both neoplasms of preschool age and initial shapes The next period activity. "

The diagnosis of psychological readiness for school is a complex, but quite solvable problem. What are we meeting in the first classes? Are all the adopted students psychologically ready for school learning?

According to E.E. and G.G. Kravtsova, about a third of 6-7-year-old first-graders are not ready for school. Psychological readiness for school related to the successful principle, determines the most favorable option for the development of children. But there are other development options that require greater or less corrective work.

When children arrive at school, insufficient formation of any one component of psychological readiness is often revealed. Many teachers tend to believe that in the learning process it is easier to develop intelligent mechanisms than personal. Apparently, it is so. In any case, with the personal carelessness of children to school, the teacher has an extremely difficult complex of problems.

Pupils with personal negotiation for training, showing children's immediacy, respond to the lesson at the same time, without raising his hands and interrupting each other, share with the teacher with their considerations and feelings. In addition, they are usually included in the work only if the teacher is directly appealing to them, and the rest of the time are distracted, they do not follow what is happening in the classroom, disrupt the discipline that destroys their own learning work and prevents other students. Having overestimated self-esteem, they are offended by comments. When the teacher and parents express dissatisfaction with their behavior and training failures, they complain that the lessons are uninteresting, the school is bad or the teacher is evil. Motivational immaturity inherent in these children often entails gaps in knowledge, low productivity of educational activities.

The prevailing intellectual uniformity of learning directly leads to failure academic actionIt is impossible to understand and fulfill all the requirements of the teacher and, therefore, to low estimates. This, in turn, affects motivation: what chronically does not work, the child does not want to do. With intellectual unpreparedness, various options for the development of children are possible. A peculiar option is the so-called verbalism (from the word "verbal" - verbal).

Verbalism is connected by S. high levels speech development, good memory development against the background of insufficient development of perception and thinking. As a rule, these children develop early and intensively. They own complex grammatical structures rich wimplesmay reproduce "adults" phrases and entire statements. Thanks to this, they are often considered to be adderkind. At the same time, preferring pure verbal communication with adults, children are not sufficiently included in practical activities, business cooperation with parents and games with other children. Verbalism leads to one-sidedness in the development of thinking, inability to work according to the pattern, relate their actions with specified ways and some other features that does not allow to successfully learn at school. Correctional work with these children requires a refund to the types of activities, characteristic of preschool age - game, design, drawing, etc., - contributing, first of all, the development of figurative thinking.

Psychological readiness for school is a holistic education. Standing in the development of one component Sooner or later entails a lag or distortion in the development of others. Complex deviations are observed in cases where the initial psychological readiness for school learning can be high enough, but due to some personal characteristics, children experience significant difficulties in teaching. Let us dwell on three variants of the development of 6-7-year-old children described by A.L. Wenger.

Anxiety, as you know, is situational, but can also become a personality feature. High anxiety acquires sustainability with constant discontent with the child's learning work by the teacher and parents - the abundance of comments, reproaches, other negative estimates. Suppose the child fell ill, lagged behind classmates and it is difficult for him to join the learning process. If the temporary difficulties experienced by them are annoying adults, anxiety occurs, the fear of doing something bad is wrong. The same result is achieved in a situation where the child learns sufficiently successfully, but parents expect more and impose overwhelmed, unrealistic requirements.

Due to the rise of anxiety and its associated low self-assessment, training achievements are reduced, failure is fixed. Insecurity leads to a number of other features - the desire to thoughtlessly follow the instructions of an adult, to act only on samples and templates, fear of managing the initiative, formal learning of knowledge and methods of action.

Adults dissatisfied with falling productivity academic work The child is increasingly focused on communicating with him on these issues, which strengthens emotional discomfort. It turns out a vicious circle: the unfavorable personal features of the child are reflected on the quality of its study activities, the low performance of the activity causes the corresponding response of others, and this negative reaction, in turn, increases the prevailing features. You can break this vicious circle by changing the installation and evaluation of parents and teachers. Close adults, concentrating on the slightest achievements of the child, not piercing it for individual shortcomings, reduce its level of anxiety and contribute to the successful implementation of learning activities.

The second development option was called "negativistic demonstration". Demonstration is a personality feature associated with an increased need for success and attention to themselves. A child who has this property behaves somewhat deliberately, mannerly. Its theatrical behavior, extended emotional reactions serve as a means of achieving a major goal - to pay attention to, to get approval. If for a child with high anxiety the main problem is constant disapproval of adults, then for a demonstrative child - the lack of praise.

But why in this case the demonstration becomes negativistic? If the first-grader is not brilliant and does not cause admiration for his school successes, he begins to meet the increased need for attention in other ways. His behavior acquires a negative social painting: theatrical, affectively violates the rules of behavior adopted at school, aggressiveness may appear. The negativity applies not only to the norms of school discipline, but also on the purely learning claims of the teacher. Without taking training tasks, periodically "falling out" from the learning process, the child can not master necessary knowledge and ways of action, successfully learn.

The source of the demonstration is brightly manifested in preschool age, it usually becomes a lack of attention of adults to children who feel in the family abandoned, "unlitted". But it happens that child is sufficient, and it does not satisfy it by virtue of the hypertrophic need for emotional contacts. The overestimated requirements for adults are not imposed by neglect, but, on the contrary, the most spoiled children.

Children with negativistic demonstratively, violating the rules of behavior, achieve their attention. And let this not good attention (irritation, comments, notations and other negative estimates), it still serves as a reinforcement of demonstration. The child, acting on the principle: "Let him better scold than they do not notice," reacts pervertedly to the censure and continues to do what it is punishable.

Such children are desirable to find the possibility of self-realization. The best place to manifest demonstration is a scene. In addition to participating in matinees, concerts, other types of artistic activities are suitable for children, in particular the visual. But the most important thing is to remove or at least weaken the reinforcement of unacceptable forms of behavior. The task of adults is to do without notation and edification, not to pay attention to the light misconduct, as less emotionally make comments and punish the largest (let's say, refusal from the planned campaign to the Circus). It is much more difficult for the teacher and parents than the careful attitude towards an alarming child.

"Care from reality" is another option of unfavorable development. It is observed in cases where the children have a demonstration with anxiety. These children also have a strong need for attention to themselves, but they cannot realize it in a sharp theatrical form due to their anxiety. They are little noticeable, fear to cause disapproval by their behavior, seek to fulfill the requirements of adults. The unsatisfied need for attention leads to increasing anxiety and even greater passivity, imperceptibility, which makes it difficult and so insufficient, contacts. These features, increasing over time, are usually combined with infantality, the absence of self-control.

Without achieving significant success in teaching, such children as well as purely demonstrative, "fall out" from the learning process in the lesson. But it looks differently: not disturbing disciplines, not interfering with the teacher and classmates, they "twist in the clouds."

Children love to fantasize. If colorful stories about experienced adventures, exciting events are similar to reality, parents sometimes believe them, but more often regard them as a lie. In dreams, a variety of fantasies, a child gets the opportunity to become the main acting person, achieve the missing recognition. In some cases, fantasy is manifested in artistic or literary creativity. But always in fantasy, in removal of academic work, the desire for success and attention is reflected. There is also a departure from non-satisfying reality. When promoting adults of children's activity, manifest attention to the results of their study activities and the search for ways of creative self-realization is achieved by relatively easy correction of their development.

You can also allocate a number of indicators of the psychological immaturity of the child entering school.

Weak speech development of children. Two aspects are allocated here: a) differences in the level of speech development of different children; b) formal, not conscious possession of children's meaning of various words, concepts. The child uses them, but on a direct question, which means this word, often gives an incorrect or approximate answer. Especially often such use of vocabulary is observed when memorizing the poems, retelling of texts: This is due to excessive focus on the accelerated verbal (speech) development of a child, serving for adults of its intellectual development.

Undeveloped fine motility. To a certain extent, the underdeveloped hand is manifested when cutting figures along the contour, in the disproportion of parts of the figure when modeling, inaccuracies of gluing, etc.

Incorrect formation of methods of academic work. Many children experience difficulties related to the assimilation of the Rules. When applied to apply a rule when performing a task, children hardly remember its wording. Moreover, many guys first make an exercise, and then teach a rule to fulfill this exercise. Psychological analysis shows that the reason for this lies not so much in the unsatisfactory formulation of the rules, but in the non-formation in children the necessary skills of working with the rules.

The absence of children's orientation for a method of action, weak ownership of operational skills. Children who know how to count well by the time of admission to school, have difficulty in solving problems when it is necessary to show the course of solutions in the deployed form, in actions: the conditions of solution and the solution of the decision begins to be confused, the child is difficult to find a mistake in solving.

The same is due to the problem of understanding, adopting and retention. task During the entire period of its implementation, especially if it requires a number of consecutive actions. Often, especially in the first class, children understand the task set in front of them, take it, but do not act like the adult explained. With step-by-step control from the adult, the children quite successfully cope with the task.

Weak development of random attention, memory. Children are unsolved, easily distracted, difficult to follow the progress of collective work, behind the answers of other guys, especially when reading, go a chain retelling, each other.

Low level of self-control. Children experience difficulties in cases where the adult asks to compare execution with the task, find their own errors. At the same time, in someone else's work, children quite easily find errors, i.e. The skills necessary for the validity of the inspection are formed, but the child cannot apply these skills to monitor their own work.

These manifestations of the psychological immaturity of high preschool children are a consequence of the weak attention of adults to the development of cognitive mental processes and personal qualities of the child during preschool childhood. To identify such features of children is not easy.

Thus, the results shown by the child mutually complement each other, which allows to obtain a more complete picture of the degree of psychological maturity of a child of senior preschool age and on this basis to conduct correctional and developing work with it.

1.2 Character and features of the development of children in the pre-school period

Children's separation from an adult by an early age creates prerequisites for creating a new social development situation. For the first time, the child goes beyond the limits of his family world and establishes relations with the world of adults.

The ideal form with which the child begins to interact, becomes the world of social relations that exist in the world of adults. The ideal form, as LS believed. Vygotsky, is the part of the objective reality (higher than the level on which the child is located), with which it comes into direct interaction; This is the sphere in which the child is trying to enter. In preschool age, the world of adults becomes such a form.

According to D.B. Elkonina, the whole preschool age rotates, like around his center, around an adult, its functions, his tasks. Adult here performs in a generalized form as a carrier of social functions in a system of public relations (adult - dad, doctor, driver, etc.).

The main contradiction of age (developmental task). The contradiction of this social development situation D.B. Elkonin sees the fact that the child is a member of society, outside of society, he cannot live, its main need - to live together with the surrounding people, but it is impossible to carry out this in modern historical conditions: the child's life is in terms of mediated, and not direct communication with the world .

How is this connection? The gap between the real level of development and the ideal form with which the child interacts is, therefore the only activity that allows you to simulate these relationships, engage in them and act within this model - the plot-role-playing game.

The presenter type of childhood of preschool age is a plot role-playing game. D.B. Elkonin emphasized that the game refers to the symbolic-modeling type of activity in which the operational and technical side is minimal, the operations are reduced, subject items. However, the game gives the possibility of such a orientation in the external, visible world, which can not give any other activity. All types of childhood of pre-school age, with the exception of self-service, are modeling. The essence of all modeling, considered D.B. Elkonin, consists in recreating an object in another, not natural material, as a result of which such parties stand out in the object that become the subject of special consideration, special orientation. That is why D.B. Elkonin called the game "Giant storeroom of the real creative thought of the future person."

What is the subject of this activity? This is an adult as a carrier of certain public functions, entering certain relations with other people, using certain rules in its subject-practical activity.

Throughout its development, the child constantly "seizes" an adult man. In a situation human relations It is necessary to internal play not only the entire system of its actions, but also the entire system of the consequences of their actions. Therefore, the need to form an internal action plan is born precisely from the system of human relations, and not from the system of material relations. Such is the point of view D.B. Elkonin.

How does this happen? The game and there is an activity in which the child first emotionally, and then intellectually masters the entire system of human relations. The game is a special form of development of reality by playing, modeling.

As shown by research DB Elkonina, the game is not a universal form of life of all children, it is historical education. The game occurs only at certain stages of the development of society, when a child cannot take direct participation in the system of social labor, when the "empty" time interval occurs when it is necessary to wait for the child. The child has a tendency to actively enter this life. On the basis of this trend and the game arises. According to D.B. Elkonin, the form of the game the child takes from the forms of plastic art peculiar to his society. Many researchers associate the problem of the game with the problem of art.

The structure of the deployed form of the plot role-playing game is as follows.

Unit, the center of the game - the role that the child takes on. In kindergarten in the game guys there are all professions that are in the surrounding reality. But the most wonderful thing in the role-playing is that, taking on the function of an adult, the child reproduces his activity is very generalized, in symbolic form.

Gaming actions are actions free from the operational-technical side, these are actions with the values, they are of the pictorial character.

In the children's game there is a transfer of values \u200b\u200bfrom one subject to another (imaginary situation), therefore, perhaps children and prefer unformed items that have not been fixed. It existed that everything could be in the game. But, as LS believed. Vygotsky, so maybe a man who forgot his childhood. The transfer of values \u200b\u200bfrom one subject to another is limited to the action capabilities. The process of replacement of one subject to another is subordinated to the rule: only such an object can be replaced with a subject that can be reproduced at least actions.

According to D.B. Elconina, abstraction from the operational and technical side of subject action makes it possible to simulate the system of relations between people.

The game needs a comrade. If there is no comrade, then actions, although they matter, but do not make sense. The meaning of human actions is born from a relationship to another person. Evolution of action, according to D.B. Elconina, the next way passes:

the child eats a spoon

baby feeds a spoon

the child feeds a spoonful doll,

the child feeds a spoonful doll like mom.

On this path, the action is increasingly schematized, all feeding turns into care, in relation to another person. Action line: from the operational scheme of action to human action, having a meaning in another person; From a single action to its meaning. In the collective form of the plot-role-playing game there is a birth of the meanings of human actions (it is for another person) - in this, according to D. B. Elkonin, the greatest humanistic meaning of the game.

The last component in the game structure is the rules. The game first arises a new form of the child's pleasure - the joy of what it acts as the rule requires. In the game, the child cries like a patient, and rejoices as playing. It is not just the satisfaction of the desire, this is a line of formation of arbitrary behavior that continues at school age.

So, the plot role-playing game is activities for orientation in the senses of human activity. It is estimated by their essence. That is why it becomes leading activities in preschool age.

A children's game has a historical and social, and not a biological nature. Wednesday speaks towards the game as a source of its development. Not only the plot and content of the game The child borrows from the surrounding reality. The character of the game itself, its structure is determined by society. The game, the origins of which are associated with the socio-economic level of the development of society and the cultural traditions of the people, evolves together with society.

In modern industrial society, the game is not the only type of activity of children. In preschool age, other types of activities occur and develop. These are visual activities, design, elementary work, perception of fairy tales, communication, teaching. Consider them in more detail.

The visual activity of the child has long attracted the attention of artists, teachers and psychologists (F. F. Fabel, I. Luke, Kershensteiner, N.A. Rybnikov, R. Arnheim, etc.). Pictures of children are studied from different points of view. Main studies are focused mainly on age-related evolution children's drawing (Kershenzhentiner, I. Luke). Other authors were walking along the psychological analysis of the drawing process (E. Neyman, N.A. Rybnikov). The next category of work on the children's drawing was on the measurement line of risening during drawing. Researchers usually collected a large number of children's drawings and distributed them according to the degree of perfection. A number of authors devoted their works to analyze the connection of mental development of II-drawing (F. Gudenaf). A high correlation of these abilities was shown: the better the drawing, the higher the mental gifold. Based on this F. Gudenaf recommends using drawing as a mental development test. However, according to A. M. Schubert, this may be another explanation: the higher the drawing in all respects, the one is characteristic, but not for the life of the mind, but for the life of emotions. A.F. The Lazur and other psychologists also emphasized the relationship between the identity of the child and its drawing.

Despite all these diverse approaches, a drawing in terms of its psychological significance is still not sufficient. With this, a large number of dispersionary theories explaining the psychological nature of children's drawings.

The originality of these drawings spawned a number of concepts. Among them is a great place in the intellectualistic theory - the theory of symbolism of children's drawing. According to V. Stern, the picture of the child is not an image of a specifically perceived subject. The child depicts what he knows about the object, and not directly perceived sample. From the point of view of V. Stee, J. Selly, etc., the drawing should be considered as a symbol of certain concepts.

According to psychologists of this school (Folkhelte), children's art is expressionist in nature: the child depicts not what he sees, but what he is experiencing. He expresses his feelings, his emotional states. Therefore, the drawing of the child is subjective and often incomprehensible to a stranger.

However, as N.A. noted Rybnikov, to understand the children's drawing it is very important to explore not only the product, the result of drawing, but also the process of creating a picture. From his point of view, V. Stern and G. Folkhelte approached the drawing of a child antigenetically. Rybnikov emphasized that the visual activity of the child differs from the visual activities of the adult. The activities of the adult artist aimed at the result, whereas for the child the product of the visual activity plays a minor role. The process of creating a picture speaks to the fore for him. Therefore, children draw with great passion, but as soon as the drawing is completed, they often throw it away. Little children depict a little on paper, but they say a lot, gesticulate. Only by the end of preschool age, the child begins to pay attention to the drawing as a product of visual activities.

In the works of a number of researchers of children's drawing, an attempt was made to outline the stages of the development of visual activities. The Italian scientist K. Ricci believed that she in its development passes two stages - the drawing and pictorial, which, in turn, are divided into several stages.

The first stage of the drawback stage (in Kershenshteineru, K. Rnchci, etc.) - the stage of the doodle, which begins at the age of two years. The first doodle is usually almost random labels. At this time, the child is not interested in the image, but a pencil. And more than one: the child can even look around when "chirks" on paper. At this stage of development, he still does not know how to bind visual images with drawing. He enjoys the movements themselves when leads a pencil on paper. During this period, the child is usually not able to draw something "real".

About six months after the start of the doodle stage, the child arises with the possibility of visual testing for drawing. Although the adult himself can still not see the qualitative differences in the drawings, the acquisition of control over movements is very important for the child. Now he knows the greatest what makes kineetically. Most children draw at this stage with great enthusiasm, since coordination between visual and motor development is a great achievement of the child. Children are so captured by such drawing, which is sometimes sitting, literally bolding a nose into paper.

1.1 The concept of "Preparation of Preschool Children for School Learning" as a psychological-pedagogical component

Child readiness criteria for school. Specialists in the field of age psychology believe that the child's readiness to school should be judged by such characteristics that reflect the features of his psyche as a whole and are neoplasms that have arisen in its gaming activities, but prepared the transition to the study.

L.S. Vygotsky characterizes age as a holistic dynamic structure that is not a sum of individual parts, but has a central neoplasm, which determines all the mental features of a child of six-seven years. This age is considered in psychology transitional, critical. Central psychological neoplasm of this age, by L.S. Vygotsky is the "generalization of the experience" - "Intellectualization of the affect". A child who passed this period acquires a fundamentally new type of behavior. Until this period, his behavior was dictated by the situation in which he was perceived. Now he is able to not be on the situation, he builds his behavior in accordance with certain rules and social norms. If the child went to school without acquiring this quality in gaming activities to school, a correctional work is necessary. Correction must be made using the child's game activity. Research E.E. Kravtsova showed that for the development of arbitrariness in a child, with a correctional work, a number of conditions must be performed. In particular, a combination of individual and collective forms of activity, adequate child age, the use of games with rules, etc.

Methods of work on the preparation of a child for school training. Practice of realization of innovations for the preparation of children for schooling in the conditions of additional education institutions Innovative forms of children's training for school

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Introduction

In fact, preliminary analysis made it possible to identify that at present the training of children in school training is carried out on the basis of the following organizational forms:

pre-school educational institutions in their traditional forms for Russia (kindergartens);

new forms of pre-school education on the basis of a short-term residence group of a child in kindergarten;

pedagogical complexes "School - kindergarten";

the introduction of the so-called "zero" classes in school;

family forms of preparing a child for school;

other forms of preparation are mainly mug, focused on the provision of paid services to the population.

The problem of the diagnosis of psychological readiness of children to school students are facing practical psychologists working in public education institutions such as L.A. Wenger, A.L. Wenger, V.V. Holmovskaya, Y.Ya. Kolominsky, E.A. Pashko et al.

A. Anastasi interprets the concept of school maturity as "mastering skills, knowledge, abilities, motivation and other necessary for the optimal level of learning the school program behavioral characteristics."

I. Shvanzara more exccorates school maturity as an achievement of such an extent in development when a child "becomes able to take part in school learning." As components of readiness for learning in school, I. Schvazar allocates mental, social and emotional components.

Thus, a number of contradictions that significantly slow down the development of the pre-school training system, adequately responding to the trends of modernization of education in the Russian Federation:

between the objectively determined increasing requirements for pre-school preparation of applicants in the first class and the catastrophic increase in the number of children who are not ready for school;

there is an orientation of education for continuity and the absence of conjugacy of pre-school and primary school education systems in the requirements, content, technologies.

Purpose: Consider the variable forms of training for school

Subject: Variable forms

Object: Variable forms of training for school

Hypothesis: There is a relationship between acquired skills and skills of preschoolers and their readiness for school

Tasks:

1. Give the concept of "Preparation of Preschool Children for School Learning" as a psychological and pedagogical component

2. Disclose the nature and features of the development of children in the pre-school period

3. Consider the need to develop and implement variable forms of preparing children to school

4. Choose psychological and pedagogical techniques to study the training of children for school training at the preschool stage, analyze the result and draw conclusions

5. Find out the features of the work of preparatory groups on the basis of kindergartens and schools of the South-Western Administrative District Moscow

6. Conduct a statistical analysis of the number of kindergartens and groups on the basis of schools of the South-Western Administrative District of Moscow, carrying out the training of children to school

Methods: Testing, Survey, Measurement and Scale, Methods for processing research materials (alternative and correlation analysis).

Practical significance: The results of this study may assist parents and teachers in organizing educational work with children of preschool age, which is intended to be effective training for school.

Chapter 1. Theoretical foundations of preparing children of preschool age for school education

1.1 The concept of "Preparation of Preschool Children for School Learning" as a psychological-pedagogical component

This neoplasm is central when diagnosing a child's readiness to school.

Finally, E.E. Kravtsova believes that the imagination is a central psychological neoplary that provides readiness for school learning.

1) Models of specific phenomena in the form of dramatization (view in the role) used as models of communication 2) A schematic representation of a word reflecting in it the characteristic features of a certain grammatical category, and others.

Similarly, without a certain level of development of communication, the student will not be able to allocate and accept the learning task, to join joint activities and to realize its position in it and the position of the partner, etc.

Emotional maturity is mainly understood as a decrease in impulsive reactions and the possibility of a long time to perform not a very attractive task.

Social maturity includes the need for a child in communicating with peers and the ability to subjugate their behavior of the laws of children's groups, as well as the ability to fulfill the role of a student in school school situations.

Based on the selected parameters, tests for determining school maturity are created.

American researchers of this problem are mainly interested in the intellectual possibilities of children in the broadest sense. This is reflected in the battery tests used by them, showing the development of a child in the field of thinking, memory, perception and other mental functions.

1) Wide social exercise motives, or motives related "with the needs of a child in communicating with other people, in their assessment and approval, with the desires of the student to take a certain place in the system of public relations available to him";

2) Motives related directly to educational activities, or "cognitive; the interests of children, the need for intellectual activity and in mastering new skills, skills and knowledge."

1) nursery, kindergarten - preschool childhood;

2) School - with admission to school the child gets up on the first step of growing up, here it begins to prepare for independent adult life; This value is attached to school in our society;

Discussing the readiness for school, D.B. Elkonin in the first place put the formation of the necessary prerequisites of educational activities. Analyzing these prerequisites, he and his staff allocated the following parameters:

the ability of children to consciously subjugate their actions to the rule, generalizedly defining a method of action;

the ability to focus on the specified system of requirements;

the ability to listen carefully to the speaker and accurately perform the tasks offered and oral form;

the ability to independently perform the required task according to a visually perceived pattern.

In fact, these are the parameters of the development of arbitrariness, which are part of the psychological readiness for the school, on which learning in the first grade.

Summing up the whole thing, we transfer psychological spheres, but the level of development of which is judged by psychological readiness for school: affective, consumed, arbitrary, intellectual and speech.

The diagnosis of psychological readiness for school is a complex, but quite solvable problem. What are we meeting in the first classes? Are all the adopted students psychologically ready for school learning?

Without achieving significant success in teaching, such children as well as purely demonstrative, "fall out" from the learning process in the lesson. But it looks differently: not disturbing disciplines, not interfering with the teacher and classmates, they "twist in the clouds."

You can also allocate a number of indicators of the psychological immaturity of the child entering school.

Undeveloped fine motility. To a certain extent, the underdeveloped hand is manifested when cutting figures along the contour, in the disproportion of parts of the figure when modeling, inaccuracies of gluing, etc.

Weak development of random attention, memory. Children are unsolved, easily distracted, difficult to follow the progress of collective work, behind the answers of other guys, especially when reading, go a chain retelling, each other.

These manifestations of the psychological immaturity of high preschool children are a consequence of the weak attention of adults to the development of cognitive mental processes and personal qualities of the child during preschool childhood. To identify such features of children is not easy.

Thus, the results shown by the child mutually complement each other, which allows to obtain a more complete picture of the degree of psychological maturity of a child of senior preschool age and on this basis to conduct correctional and developing work with it.

1.2 Character and features of the development of children in the pre-school period

Children's separation from an adult by an early age creates prerequisites for creating a new social development situation. For the first time, the child goes beyond the limits of his family world and establishes relations with the world of adults.

According to D.B. Elkonina, the whole preschool age rotates, like around his center, around an adult, its functions, his tasks. Adult here performs in a generalized form as a carrier of social functions in a system of public relations (adult - dad, doctor, driver, etc.).

How is this connection? The gap between the real level of development and the ideal form with which the child interacts is, therefore the only activity that allows you to simulate these relationships, engage in them and act within this model - the plot-role-playing game.

What is the subject of this activity? This is an adult as a carrier of certain public functions, entering certain relations with other people, using certain rules in its subject-practical activity.

How does this happen? The game and there is an activity in which the child first emotionally, and then intellectually masters the entire system of human relations. The game is a special form of development of reality by playing, modeling.

The structure of the deployed form of the plot role-playing game is as follows.

Gaming actions are actions free from the operational-technical side, these are actions with the values, they are of the pictorial character.

According to D.B. Elconina, abstraction from the operational and technical side of subject action makes it possible to simulate the system of relations between people.

The game needs a comrade. If there is no comrade, then actions, although they matter, but do not make sense. The meaning of human actions is born from a relationship to another person. Evolution of action, according to D.B. Elconina, the next way passes:

the child eats a spoon

baby feeds a spoon

the child feeds a spoonful doll,

the child feeds a spoonful doll like mom.

So, the plot role-playing game is activities for orientation in the senses of human activity. It is estimated by their essence. That is why it becomes leading activities in preschool age.

In modern industrial society, the game is not the only type of activity of children. In preschool age, other types of activities occur and develop. These are visual activities, design, elementary work, perception of fairy tales, communication, teaching. Consider them in more detail.

Despite all these diverse approaches, a drawing in terms of its psychological significance is still not sufficient. With this, a large number of dispersionary theories explaining the psychological nature of children's drawings.

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1.1 The concept of "Preparation of Preschool Children for School Learning" as a psychological-pedagogical component