The content of the work of the educator in preparing for school. From the experience of "Preparing children for school

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MINISTRY OF EDUCATION OF SARATOV REGION

VOLSK PEDAGOGICAL COLLEGE IM. F.I. PANFEROVA

THE SYSTEM OF WORK OF A KINDERGARTEN EDUCER TO PREPARE A CHILD FOR SCHOOL

FINAL QUALIFICATION WORK

Specialty 050704 " Preschool education»

Volsk 2008

INTRODUCTION

CHAPTER 1. PROBLEMS AND PROSPECTS OF PREPARING CHILDREN FOR EDUCATION IN SCHOOL

1.1 Preparing for school: goals and objectives of preparing a child for school

1.2 Psychological and pedagogical characteristics of older children up to school age

1.3. Psychological readiness of the child for school

CHAPTER 2 2.1 Program"Humanization of the life of children and adults in a preschool institution"

2.2 The system of preparing children for schooling under the program “I want to know everything” (from the experience work of preschool educational institution No. 24 Volsk)

CONCLUSION

BIBLIOGRAPHY

APPENDIX

INTRODUCTION

Russian preschool education has accumulated vast experience in the development, upbringing and education of children. However, in modern conditions this experience is no longer enough; new social goals have appeared, the needs of parents have changed, the requirements of the school to the system preschool education and the child himself has changed enormously.

One of the most acute contradictions in modern preschool education lies in the discrepancy between the high requirements of consumers of educational services and the actual state of education. educational process. The main reason for this is the difficult socio-economic conditions, leading to the emergence of such negative factors as low material security, lack of qualified specialists, unpreparedness of teachers and heads of preschool educational institutions for innovative activities. Under such conditions, the internal educational environment can serve as the basis for ensuring the quality of preschool education. preschool, which has the ability to contribute to the influence of positive factors, thus ensuring an increase in the quality of preschool education.

The study of the preparation of children for school was started directly under the guidance of the psychologist-academician A. V. Zaporozhets. The results of the work were repeatedly discussed with D. B. Elkonin. Both of them fought for the preservation of childhood for children, for the maximum use of the possibilities of this age stage, for a painless transition from preschool to primary school age.

There are many works in the domestic literature, the purpose of which is to study the problem of preparing children for schooling: V.V. Davydov, R.Ya. Guzman, V.V. Rubtsov, G.A. Zuckerman, etc.

The problems of diagnosing children entering school were dealt with by L.A. Wenger, V.V. Kholmlvskaya, D.B. Elkonin and others.

The problem of children's readiness to study at school is not only scientific, but, first of all, a real-practical, very vital and acute task that has not yet received its final solution. And a lot depends on its decision, ultimately, the fate of our children, their present and future.

The theme of our thesis is "The system of work of a kindergarten teacher in preparing a child for school."

The problem of preparing children for successful schooling has long been studied by domestic psychologists and teachers in various aspects, but continues to be relevant, as the specific socio-historical situation in the development of the domestic school is changing. This problem in itself is not new. However, special developments of this problem made it possible to single it out as a relatively independent topic.

The relevance of the problem associated with the psychological preparation of preschool children for schooling is undeniable. At all stages of the development of pedagogical science, this problem is discussed from different angles and with different depths.

Object of research: children of preschool age.

Subject of study: the system of work of a kindergarten teacher in preparing a child for school.

The process of preparing children for school in a preschool educational institution.

The purpose of the study: to study the theoretical and practical aspects of the problem of preparing preschool children in a preschool educational institution for schooling.

The goal predetermined the need to formulate and solve the following research tasks:

- to show what main ways and means of preparing a child for school exist at the present time;

- to consider the goals and objectives of preparing the child for schooling;

- to characterize the psychological readiness of children for schooling;

- describe the system of preparing children for schooling under the program "I want to know everything" on the basis of preschool educational institution No. 24 in Volsk.

To solve the tasks set, a set of research methods was used:

- theoretical - analysis of psychological and pedagogical literature on the issue;

- empirical - observation, conversations, questioning, practical experience.

Theoretical significance of the diploma work: the theoretical foundations of preparing children for school are clarified.

The practical significance of the thesis: the possibility of widespread use of research results in educational activities of the preschool educational institution in order to improve the quality of preparation of children for school.

The structure of the thesis is determined by the purpose and objectives of the study and includes: an introduction, two chapters, a conclusion, a list of references and applications.

The base of the study is preschool educational institution No. 24 in Volsk, Saratov region.

Chapter 1. PROBLEMS AND PROSPECTS OF PREPARING CHILDREN FOR EDUCATION IN SCHOOL

1.1 Preparing for school: goals and objectives of preparing a child for school

Currently, there are three ways to prepare a child for school:

- in a preschool educational institution (DOE);

- in other educational institutions (non-state educational institutions, preparatory classes of schools, creative centers, studios);

- in a family environment.

According to the Ministry of Education of the Russian Federation, in Russia 47% of children aged 1 to 6 do not attend preschools. Of these, 1.5% attend non-state educational institutions, 3% - preparatory classes of schools, 3% - Houses of creativity, studios, 4% - used paid services based on kindergartens.

However, according to experts, such forms of work with children do not ensure their full readiness for systematic learning: future first graders have a low level of development of arbitrariness, communicativeness, inability to work at a general pace, fulfill the requirements of an adult, etc. Some educational institutions issue a child at the end of classes "Diploma", or "Certificate". Such a "document" allows the child and his parents to be confident that school success is guaranteed. Often, training in various preparatory structures outside the kindergarten is a kind of "training", which does not ensure the comprehensive development of the child's personality, but only creates the illusion of good preparation for schooling. In addition, such training can lead to a deterioration in the child's health due to excessive stress and cause him to have a negative attitude towards learning.

39.5% of preschool children who do not attend preschool educational institutions are brought up only in family conditions. Their preparation for school is mainly done by their parents or other adult family members. Along with undeniable advantages, such as the possibility of creating individual conditions for diet, sleep, hardening, disease prevention, better care and health protection, an individualized system of preparing for school, etc., this path also has a number of disadvantages. First of all, it is the absence interpersonal communication in the children's group. A child who attended a preschool educational institution will quickly and easily join a new school team, since his communicative readiness is much higher than that of a child brought up outside the children's team. In addition, adult family members often do not have special training for teaching a child to read, write, count, as well as sufficient psychological and pedagogical preparedness and are poorly oriented in the system of requirements for a child at the stage of admission to the first grade. And as a result, many parents are surprised to find out in April, when they bring their child to school to enroll him in the first grade, that he has been taught to read and write incorrectly, does not know enough poems by heart, does not know children's songs, he has not developed special skills of the simplest comparison, generalization, systematization, increased anxiety is noted, he does not know how to hold a pen correctly, he does not have fine motor skills, etc.

As part of the study of the problem of readiness for schooling, the staff of the Institute of Social Work Pedagogics of the Russian Academy of Education conducted a survey in which primary school teachers, school directors, educators, heads of preschool educational institutions and other specialists who are considered competent in this matter acted as experts.

They were asked using conventional signs (“+” - “Yes”, “+ -” - “Rather yes than no”, “- +” - “Rather no than yes”, “-” - “No”) , assess the degree of success in the development of general and special readiness of a preschool child in various conditions: a preschool educational institution (DOE), other educational institutions, a family.

As expected, the majority of experts preferred to prepare the child for school in a preschool environment. According to all respondents, the formation of physical, personal and intellectual readiness as components of a general psychological readiness the child to learning is quite successful within the walls of the kindergarten. Here, much attention is paid to the preservation and promotion of health, the comprehensive general mental and physical development of the child. To do this, outdoor games are organized, physical education, rhythm, swimming, etc. are held, elements of hardening are included in the daily routine. In many kindergartens, the day begins with morning exercises to music. All this contributes to the formation of a good posture in a child, develops motor skills, improves coordination of movements, and increases physical performance.

According to many researchers, in kindergarten the child is in optimal conditions for his mental and mental development: this is a properly organized daily routine, and the presence of numerous contacts with peers and adults (caregivers), and specially organized classes in preparatory groups.

According to experts, the formation of the child's physical readiness can be well placed in other educational institutions, where the child is supposed to visit various sports sections and circles. However, not all parents have the opportunity to take their child to such classes.

At the same time, more than half of the experts believe that the family also has the opportunity to form a child's physical readiness for school. However, up to 40% of respondents believe that high-quality physical training is doubtful or impossible in the conditions of only a family form of preparing a child for school.

The child's personal readiness for school covers three main areas of his life relationships: with surrounding adults, with peers, the child's attitude towards himself. It is clear that for the formation of social competence in a preschooler, the conditions of a preschool educational institution are preferable, since there the child can interact with both the children's team and adults.

However, many respondents are convinced that the formation of a child's personal readiness both in other educational institutions and in family conditions is possible at a high level (73% and 80% of respondents, respectively).

Experts are unanimous in their opinion that the formation of a child’s intellectual readiness for learning is equally successful as in a family with high level education of its adult members, and in the conditions of a preschool educational institution (93%). At the same time, 40% of respondents doubt the success of the formation of the child's intellectual readiness by means of other educational institutions. This once again confirms that such training, according to experts, is most often a kind of “training” and does not provide the full development of the initial foundations of scientific knowledge in a preschooler.

To prepare older preschoolers for schooling is one of the main tasks of educators and psychologists. However, the volume of knowledge in those programs that prepare for school in kindergartens often significantly exceeds what is required in the first grade of school.

Lessons with teachers additional education, attending preparatory classes at gymnasiums and lyceums, various “school preparation groups” in development centers, cultural centers, etc., as well as the availability of a huge amount of educational materials and manuals on free sale, lead to the fact that most children go to school so to speak, "intellectually prepared." This baggage of knowledge is quite enough to pass an interview when enrolling in the first grade (although according to the rules this is not at all necessary: the child must be accepted to school without any checks and interviews), but problems begin at school.

Long-term observations show that the difficulties that most children have in the first grade are a natural and natural result of one-sided preparation for school, and their causes are rooted in preschool childhood.

Preparedness for schooling is actually not limited to the ability to read, write and operate with numbers within a dozen, that is, in fact, what is checked when entering school and what kindergarten teachers and parents aspire to. Even if a child reads well, counts up to a hundred, has a broad outlook and copes with logical tasks and puzzles intended for children of 8-9 years old, this does not guarantee successful schooling, as it only indicates his intellectual development and good memory (which in itself is wonderful and will facilitate his learning, more precisely, the assimilation of new knowledge).

Many first-graders cannot concentrate on the task, do not know how to listen to the teacher, have an undeveloped memory, are inattentive, restless, conflict in relationships with peers. The effectiveness of teaching a child in elementary school depends much more on the degree of development of memory, attention, will, level of self-organization, the ability to control one's actions, and not on knowledge of letters and numbers, reading and counting skills.

Children come to school who are not ready to understand the very organization of school life. They are poorly oriented in relations between people, vaguely imagine their social roles, do not know when, how and with whom to talk, they confuse business and friendly communication. Some do not understand at all who should be obeyed - a teacher or a desk mate. It is not easy for such children to find their place in the team, to join the educational process. Very often, they do not have educational and cognitive motivation: learning, learning new things is not a significant goal for them (this, by the way, is the trouble of 90% of first-graders).

Data from surveys of first-grade students show that they expect from school, first of all, the opportunity to “make new friends”, “put on a beautiful backpack”, “to please the teacher”, “stay up during the day”, “walk when the guys in the kindergarten have not yet left” . Children like “curtains in the classroom”, “delicious buns”, “recessions where they run”, “notebooks with a kitten on the cover”, “that everything is new” or flattering that they are now “almost adults”, “stand up on their own”. alarm clock" that "some have not yet gone to school and stayed in the garden." These answers indicate that the perception of school by children aged 6.5-7 is far from what adults expect from them, and in essence they are still preschoolers.

Even in the senior or preparatory groups for school, the teacher can explain to the children why they go to school. It is better to do this in the form of a game ("Guess what's so special they only do at school") or in a confidential conversation. Parents should also be prepared to talk to their child about this topic. In the "parental corner" you can post a list of topics for conversations with the baby, scenarios for playing "school" (with toys and with partner children), pictures from school life for discussion. For example, one picture shows a girl doing her homework, the other shows two boys running after each other at recess, the third shows a table with books and a box of toys, and between them is a confused boy. Ask the child which picture he likes best, which one is more like a schoolboy's life, what he would choose now - lessons or toys, and what - when he goes to school.

You can lay out books or even textbooks for the first grade on a separate table in a group and write: “We will read these interesting books at school.” You can come up with questions that will surely interest children (each group may have its own interests, and only the teacher and parents know about them): “Why do the stars shine? Where did dinosaurs come from? What are butterflies? How are robots arranged? You will learn all this at school.

Constant conversations, stimulation of cognitive interests, excursions to school and discussion of what they saw in kindergarten and at home will help children imagine their school future more realistically. (see annex 1)

However, one cognitive motivation for successful schooling is also not enough, psychological readiness is necessary. The simplest test of psychological readiness can be carried out by an educator, a psychologist or the parents themselves.

Find out if the future student can

- do one thing (not necessarily interesting) for 20-30 minutes, or at least sit still for this time;

- correctly understand the simplest tasks from the first time - for example, draw a man (and not just a person, a princess, a robot, or whatever you want);

- act exactly according to the model (for example, draw a simple drawing without replacing details, without using other colors);

- act in a given rhythm and pace without errors for 4-5 minutes (for example, draw a simple geometric pattern in a notebook in a box under the dictation of an adult: “circle - square, circle - square”, and then independently, but at the same speed) ;

- to navigate well in space and on a sheet of paper (do not confuse the concepts of top - bottom, above - below, right - left; be able to draw a pattern in the cells under the dictation of an adult: “three cells up, three to the right, one down, one to the right, one up , three to the right, three down”, etc.);

- navigate in terms of more - less, earlier - later, first - then, the same - different;

- memorize short poems.

The social and emotional maturity of the child is expressed in his ability to communicate with other people (children and adults), follow the rules of behavior accepted in society, be able to play games with the rules, follow them himself and monitor their observance by other participants. A socially competent child is able to establish relationships with people, negotiate with them without conflicts, achieve his own goal without offending anyone, be able to give in something to an interlocutor or partner.

An emotionally mature child is not touchy, not aggressive, understands the feelings of other people and is able to take them into account in his behavior. He knows how to understand, describe his feelings and the reason that caused them (for example: “I’m sad because everyone is gone, but I don’t like to be alone”). Such a child will not sob inconsolably at a holiday because they forgot to give him a flag, but will quietly approach the teacher and ask.

When entering school, children who cannot cope with their emotions find themselves in a difficult position. Any chagrin completely paralyzes them. Failure in some business for a long time leads to a feeling of inferiority, pleasure turns into stormy joy. At the same time, the ability to perceive the environment (including educational material) drops sharply. Absorbed by their experiences, children are unable to navigate what is happening, their attention weakens, the ability to reason and logical thinking disappears. Sometimes a child may seem stupid, incapable, especially in a stressful situation: at an entrance interview, exam, testing, and later when answering at the blackboard.

With anxious and affective children, the kindergarten teacher and psychologist must work in alliance with the parents. Already by the age of 6-6.5 years, it is possible to teach a child to control his feelings and experiences, to introduce him to the methods of "self-soothing" (for example, "persuading himself": "Everything is fine, everything will pass now, I will calm down, everything will work out ..." ). At the same time, it is important to avoid wording with the particle “not”: “Don’t cry”, “I shouldn’t be nervous”, etc.

It is necessary to teach the child the simplest breathing exercises (10 deep breaths - exhalations), the technique of "removal" (imagine that all troubles are fenced off by thick glass, flowing water, etc.). Only a qualified psychologist should do this; he also teaches parents, since usually the mechanism of affect in a child is the same as that of his mother or father, and in a situation of tension, negative emotions are inter-infected, and everyone needs to get rid of them together.

Parents are given recommendations on how to respond to the affective outbursts of the child - to help him, and not fall into a rage or panic with him. If the kindergarten psychologist is incompetent in this area, parents should be explained the dangerous consequences of the child’s incorrect, affective development and advised to contact the Medical Social Psychological Center or a special psychological service.

It is difficult for left-handers, hyperactive and inattentive "smart" ones, slow "mumblers", shy "unsociable" and young "aggressors" in the first grade. They require special attention both in preparation for school and in the process of learning in the first and second grades. Such children are unlikely to be able to prepare their own lessons, they will definitely need the help of their parents. Therefore, an “extension” is undesirable here, it is more expedient to organize the life of a child with normalized, feasible loads and the help of adults.

Children with organic or functional disorders of the nervous system, with various neuroses (stuttering, enuresis, fears, obsessions) should be constantly under the supervision of physicians and psychologists both in kindergarten and at school. For them, it is unacceptable to start training early, work on programs of increased complexity.

If the parents still send the baby, who is not yet psychologically ready for school, to a lyceum or gymnasium, then everything possible must be done to ensure a sparing regime (small class, individual approach, good rest).

In general, regardless of the level of mental, physical and emotional development of the child, it is important to maintain his self-confidence and provide him with emotional comfort. Happy children learn better, adapt to new conditions faster, and it is much easier for adults to work with them.

So, having considered the main ways and means of preparing a child for school and, with the help of experts, assessing the degree of success of each of them, we can draw the following conclusion: along with undeniable advantages, each of the three paths described above has, however, disadvantages, which means that needs improvement or addition.

Preparing a child in a preschool municipal educational institution is preferable. This means that every child should, if possible, receive this training in the conditions of a preschool educational institution.

1.2 Psychological and pedagogical characteristics of children of senior preschool age

In this paragraph, we consider the psychological and pedagogical features of children of senior preschool age.

As shown by the analysis of the literature on this issue (A. Vallon, A.L. Wenger, R.Ya. Guzman, V.V. Davydov, A.V. Zaporozhets, Ya.L. Kolominsky, G.G. Kravtsov, E. E. Kravtsova, V. V. Rubtsov, L. M. Fridman, G. A. Tsukerman, V. D. Shchadrikov, D. B. Elklnin, etc.), a comprehensive analysis of the child’s development before school is necessary in order to decide the question of which training option, which program and which requirements will not be excessive for him, will not lead to a deterioration in health, a violation of socio-psychological adaptation and learning difficulties. However, the survey in the last months before school leaves practically no time for the development of unformed functions and individual work with the child in preparation for school. It is much more effective to conduct a targeted examination a year before school.

The readiness of a student to study at school is determined, first of all, by anatomical, physiological and mental development, a significant anatomical and physiological restructuring of the body, which ensures the inclusion of the child in educational activities and the formation of a number of personality traits. At this age, qualitative and structural changes in the child's brain occur. It increases to an average of 1 kg 350g. The cerebral hemispheres develop especially strongly, in the first place, any lobes associated with the activity of the second signaling system. There are also changes in the course of the main nervous processes - excitation and inhibition: the possibility of inhibitory reactions increases. This constitutes a physiological prerequisite for the formation of a number of volitional qualities of a preschooler: the ability to obey requirements, show independence, restrain impulsive actions, and consciously refrain from unwanted actions increases. Greater balance and mobility of nervous processes helps the child to rebuild his behavior in accordance with the changed conditions with the increased demands of the elders, which is important for a new stage in his life - entering school.

It is necessary to take into account the weaknesses in the anatomy and physiology of preschool children. A number of researchers note the rapid depletion of the energy reserve in nerve tissues. Any overvoltage is dangerous for the child, which obliges teachers and parents to monitor strict adherence to his regimen.

At the age of six, the most significant personality neoplasms of this age can be distinguished: the subordination of motives and, no less important, the ability of imagination as the basis of a creative attitude to activity, life and oneself.

Six-year-old children still, in full, are characterized by those features that characterize preschoolers. This is, first of all, the predominance of the game as the main, leading type of activity that most attracts the child and within which the most important psychological neoplasms are formed. The practical attitude of the child to the tasks assigned to him, characterized by the desire to achieve the final result, and not to find out the essence of the matter, to understand how this result is achieved. At the same time, six-year-old children differ from children of previous preschool age groups by a significant increase in arbitrariness, controllability of behavior, the development of cognitive interests, the emergence of new forms of communication with adults and peers based on attention and respect for the personality of another person.

Senior preschool age is a stage of intensive mental development. It is at this age that progressive changes occur in all areas, from the improvement of psychophysiological functions to the emergence of complex personality neoplasms.

In the sphere of sensations, there is a significant decrease in the thresholds of all types of sensitivity. Increased differentiation of perception. A special role in the development of perception in senior preschool age is played by the transition from the use of object images to sensory standards - generally accepted ideas about the main types of each property. By the age of 6, a clear selectivity of perception in relation to social objects develops. At preschool age, attention is involuntary.

The state of increased attention is associated with orientation in the external environment, with an emotional attitude towards it. At the same time, the content features of external impressions, which ensure this in an increase, change with age. A significant increase in the stability of attention is noted in studies in which children are asked to look at pictures, describe their content, and listen to a story. The turning point in the development of attention is connected with the fact that for the first time children begin to consciously control their attention, directing and holding it on certain objects. For this purpose, the older preschooler uses certain methods that he adopts from adults. Thus, the possibilities of this new form of attention - voluntary attention - by the age of 6-7 are already quite large. To a large extent, this is facilitated by the improvement of the planning function of speech, which is a "universal means of organizing attention." Speech makes it possible in advance, verbally to highlight objects that are significant for a particular task, to organize attention, taking into account the nature of the upcoming activity. Despite significant shifts in the development of attention, involuntary attention remains predominant throughout the entire preschool period. Even older preschoolers still find it difficult to focus on something monotonous. But in the process of an interesting game for them, attention can be quite stable.

Similar age patterns are observed in the process of memory development. Memory in older preschool age is involuntary. The child remembers better what is of greatest interest to him, gives the best impressions.

Thus, the amount of fixed material is largely determined by the emotional attitude to a given object or phenomenon. Compared with the younger and middle preschool age, the relative role is not random memorization in children 6-7 years old, it somewhat decreases, however, the strength of memorization increases. “At the older preschool age, the child is able to reproduce the impressions received after a sufficiently long period of time.”

One of the main achievements of the senior preschooler is the development of arbitrary memorization. Some forms of this memorization can be noted in children aged 4-5 years, but it reaches significant development by the age of 6-7 years. In many ways, this is facilitated by gaming activity, in which the ability to remember and reproduce in time necessary information is one of the conditions for success. An important feature of this age is the fact that a child of 6-7 years old can be set a goal aimed at memorizing certain material. The presence of such an opportunity is due to the fact that the child begins to use various techniques specifically designed to increase the efficiency of memorization: repetition, semantic and associative linking of material.

Thus, by the age of 6-7, the structure of memory undergoes significant changes associated with a significant development of arbitrary forms of memorization and recall. Involuntary memory, not associated with an active attitude to the current activity, is less productive, although on the whole it retains its dominant position.

A similar ratio of arbitrary and involuntary forms of memory is noted in relation to such a mental function as imagination. A big leap in its development is provided by the game, the necessary condition of which is the presence of substitute activities and substitute objects. At the older preschool age, substitution becomes purely symbolic, and the transition to actions with imaginary objects gradually begins. The formation of imagination is directly dependent on the development of the child's speech. "Imagination at this age expands the child's capabilities in interaction with the external environment, contributes to its assimilation, serves, together with thinking, as a means of cognizing reality."

The development of spatial representations of the child by the age of 6-7 reaches a high level. Children of this age are characterized by attempts to analyze spatial situations. Although the results are not always good, the analysis of the children's activities indicates the dissection of the image of space, reflecting not only objects, but also their relative position. The development of ideas largely characterizes the process of formation of thinking, the formation of which at this age is largely associated with the improvement of the ability to operate with ideas at an arbitrary level. This possibility increases significantly by the age of six, in connection with the assimilation of new ways of mental actions. The formation of new ways of mental actions is largely based on the basis of certain actions with external objects that the child masters in the process of development and learning.

Preschool age represents the most favorable opportunities for the development of various forms of figurative thinking. At the age of 4-6 years, there is an intensive formation and development of skills and abilities that contribute to the study of the external environment by children, the analysis of the properties of objects and the impact on them in order to change. This level mental development, that is, visual-effective thinking, is, as it were, preparatory. It contributes to the accumulation of facts, information about the world, creating the basis for the formation of ideas and concepts. In the process of visual-effective thinking, the prerequisites for the formation of a more complex form of thinking - visual-figurative thinking are manifested. It is characterized by the fact that the resolution of the problem situation is carried out by the child in line with ideas, without the use of practical actions. By the end of the preschool period dominated highest form visual-figurative thinking - visual-schematic thinking. A reflection of the child's achievement of this level of mental development is the schematism of a child's drawing, the ability to use schematic images in solving problems.

Visual-schematic thinking creates great opportunities for mastering the external environment, being a means for the child to create a generalized model of various objects and phenomena. An acquired feature of the generalized, this form of thinking remains figurative, based on real actions with objects and their substitutes. At the same time, this form of thinking is the basis for education logical thinking associated with the use and transformation of concepts.

Thus, by the age of 6-7, a child can approach solving a problem situation in three ways: using visual-effective, visual-figurative and logical thinking. Senior preschool age should be considered only as a period when the intensive formation of logical thinking should begin, as if determining, thereby, the immediate prospect of mental development. Accumulation of a large experience of practical actions by the senior preschool age, a sufficient level of development of perception, memory, imagination and thinking increase the child's sense of self-confidence. This is expressed in the setting of increasingly diverse and complex goals, the achievement of which contributes to the volitional regulation of behavior.

A child of 6-7 years old can strive for a distant (including an imaginary) goal, while maintaining strong volitional tension for quite a long time. When performing volitional actions, imitation continues to occupy a significant place, although it becomes arbitrarily controlled. At the same time, the verbal instruction of an adult is becoming increasingly important, prompting the child to take certain actions. In the older preschooler, the stage of preliminary orientation is clearly visible. The game requires you to work out a certain line of your actions in advance, so it greatly stimulates the improvement of the ability to volitional regulation of behavior.

At this age, changes occur in the motivational sphere of the child: a system of subordinate motives is formed, giving a general direction to the behavior of the older preschooler. The adoption of the most significant motive at the moment is the basis that allows the child to go to the intended goal, ignoring situationally arising desires. At this age, one of the most effective motives in terms of mobilizing volitional efforts is the assessment of actions by adults. It should be noted that by the time the senior preschool age is reached, cognitive motivation is intensively developing: the child's immediate impressionability decreases, at the same time, he becomes more active in the search for new information. The motivation to establish a positive attitude of others is also undergoing significant changes. The fulfillment of certain rules even at a younger age served as a means for the child to obtain the approval of an adult. However, at the older preschool age, this becomes conscious, and the motive that determines it becomes “inscribed” in the general hierarchy.

An important role in this process belongs to the collective role-playing game, which is a scale of social norms, with the assimilation of which the child's behavior is built on the basis of a certain emotional attitude to others or depending on the nature of the expected reaction. The child considers an adult to be the bearer of norms and rules, but under certain conditions, he himself can play this role. At the same time, its activity in relation to compliance with the accepted norms is increasing. Gradually, the older preschooler learns moral assessments, begins to take into account, from this point of view, the sequence of his actions, anticipates the result and assessment from the adult. Children of 6 years of age begin to realize the peculiarities of their behavior, and as they learn generally accepted norms and rules, use them as standards for assessing themselves and those around them.

The basis of initial self-esteem is the ability to compare yourself with other children. For 6-year-olds, mostly undifferentiated overestimated self-esteem is characteristic. By the age of 7, it differentiates and decreases somewhat. Appears previously absent assessment of comparing yourself with other peers. Non-differentiation of self-esteem leads to the fact that a child of 6-7 years old considers an adult's assessment of the results of a separate action as an assessment of his personality as a whole, therefore, the use of censure and remarks when teaching children of this age should be limited. Otherwise, they develop low self-esteem, disbelief in their own abilities, and a negative attitude towards learning.

Summarizing the most important achievements mental development a child of 6-7 years old, we can conclude that at this age children have a fairly high level of mental development, including dissected perception, generalized norms of thinking, semantic memorization. At this time, a certain amount of knowledge and skills is formed, an arbitrary form of memory, thinking, imagination intensively develops, based on which you can encourage the child to listen, consider, memorize, analyze. An older preschooler knows how to coordinate his actions with peers, participants in joint games or productive activity by regulating their actions with social norms of behavior. His own behavior is characterized by the presence of a formed sphere of motives and interests, an internal plan of action, the ability to fairly adequately assess the results of his own activities and his capabilities.

Thus, the readiness of a student to study at school is determined, first of all, by anatomical, physiological and mental development, a significant anatomical and physiological restructuring of the body, which ensures the inclusion of the child in educational activities and the formation of a number of personality traits.

1.3 Psychological readiness child To school

Readiness for school is a complex set of certain psychophysical states, skills, abilities and health of the child.

I. Shvantsara singles out the mental, social and emotional components as components of readiness for schooling.

L.I. Back in the 1960s, Bozhovich pointed out that readiness for schooling is made up of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation of one's cognitive activity and for the social position of the student. Similar views were developed by A.I. Zaporozhets, who noted that readiness to study at school “is an integral system of interrelated qualities of a child’s personality, including the features of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of mechanisms of volitional regulation of actions, etc. etc."

The problem of readiness for school includes pedagogical and psychological aspects. In this regard, pedagogical and psychological readiness for school is singled out.

Pedagogical readiness for school is determined by the level of possession of special knowledge, skills and abilities necessary for studying at school. These are the skills of forward and backward counting, performing elementary mathematical operations, recognizing printed letters or reading, copying letters, retelling the content of texts, reading poetry, etc.

Of course, the possession of all these skills and abilities can make it easier for the child the first stage of schooling, mastering the school curriculum. However, a high level of pedagogical readiness in itself cannot yet ensure a sufficiently successful inclusion of the child in school life. It often happens that children who have demonstrated a good level of pedagogical readiness when they are admitted to school can not immediately join the educational process, do not yet feel like real schoolchildren: they are not ready to fulfill the simplest disciplinary requirements of the teacher, they do not know how to work according to a given model, they get out of the general pace of work in the classroom, they are not able to build relationships with classmates, etc. At the same time, children who have not shown such a high preliminary learning, but have the necessary level of psychological maturity, easily cope with the requirements of the school and successfully master the curriculum.

The problem of psychological readiness for schooling is widely developed in the works of domestic and foreign psychologists (L.I. Bozhovich, A.L. Wenger, G. Witzlak, N.I. Gutkina, E.E. Kravtsova, N.G. Salmina, Y (Jirasek, D.B. Elkonin, etc.)

Psychological readiness for school is a complex formation, which is an integral system of interrelated qualities: motivation features, the formation of mechanisms for arbitrary regulation of actions, a sufficient level of cognitive, intellectual and speech development, a certain type of relationship with adults and peers, etc. The development of all these qualities in their unity to a certain level, capable of ensuring the development of the school curriculum, and constitutes the content of psychological readiness for school.

The following are distinguished as the main components of psychological readiness for schooling: personal readiness, development of an arbitrary sphere (volitional readiness) and intellectual readiness.

Personal readiness for schooling. The success of school education is largely determined by how much a child wants to learn, become a student, go to school. As already noted, this new system of needs, associated with the child's desire to become a schoolchild, to perform a new, socially significant activity, forms the internal position of the schoolchild, which is the most important component of personal readiness for school.

Initially, this position is by no means always associated with the full-fledged desire of the child to learn, to gain knowledge. Many children are attracted, first of all, by the external attributes of school life: new environment, bright portfolios, notebooks, pens, etc., the desire to get marks. And only later may there be a desire to study, to learn something new at school.

The teacher helps the child to single out not formal, but meaningful aspects of school life. However, in order for the teacher to fulfill this function, the child must be ready to enter into a new type of relationship with the teacher. This form of relationship between a child and an adult is called extra-situational-personal communication. A child who owns this form of communication perceives an adult as an indisputable authority, a role model. His requirements are fulfilled exactly and unquestioningly, they are not offended by his remarks, on the contrary, they treat the critical words of an adult with increased attention, they react to these errors in a businesslike manner, try to correct them as soon as possible by making the necessary changes to the work.

With such an attitude towards the teacher, children are able to behave in the classroom in accordance with school requirements: not to be distracted, not to start conversations with the teacher on extraneous topics, not to throw out their emotional experiences, etc.

An equally important aspect of personal readiness is the child's ability to establish cooperative relationships with other children. Ability to interact successfully with peers learning activities is of great importance for the development of a full learning activities, which is essentially collective.

Personal readiness also implies a certain attitude towards oneself. To master learning activities, it is important that the child is able to adequately relate to the result of his work, evaluate his behavior. If the child’s self-esteem is overestimated and undifferentiated, which is typical for a preschooler (he is sure that he is “the best”, that his drawings, crafts, etc. are “the best”), it is wrong to talk about personal readiness for school.

Development of an arbitrary sphere. School life requires the child to comply with a large number of rules. They are subject to the behavior of students in the classroom (you can’t make noise, talk with a neighbor, do extraneous things, you need to raise your hand if you want to ask something, etc.), they serve to organize the educational work of students (keep notebooks and textbooks in order , take notes in a certain way, etc.), regulate the relationship of students with each other and with the teacher.

The ability to obey the rules and requirements of an adult, the ability to work according to the model are the main indicators of the formation of voluntary behavior. Its development by D.B. Elkonin considered the most important component of readiness for school.

Under the leadership of D.B. Elkonin conducted the following widely known experiment. The adult asked the child to sort out a bunch of matches, shifting them one by one to another place. Then the experimenter left, leaving the child alone in the room. The experiment involved children 5, 6 and 7 years old. It turned out that older children, ready for schooling, scrupulously performed this completely unattractive and generally meaningless work (after all, they agreed on this with an adult). Younger children, not ready for school, continued this activity for some time after the experimenter left, but then they began to play with matches, build something out of them, or simply refused to work. For such children, a puppet was introduced into the same experimental situation, which was supposed to be present and observe how the child performs the task (leaving the child in the room, the experimenter said: “I will leave now, but Pinocchio will remain”). At the same time, the children's behavior changed: they looked at the doll and diligently completed the task given to adults. The introduction of the doll replaced the children with the presence of a controlling adult and gave the situation a new meaning.

This experiment shows that behind the fulfillment of the rule lies a system of relations between the child and the adult. First, the rules are executed in the presence and under the direct control of an adult, then with the support of an object that replaces the adult, and finally, the rule becomes an internal regulator of the child's actions and he acquires the ability to independently be guided by the rule. This "cultivation" of the social rule is evidence of readiness for schooling.

Particular attention in preparing for school is paid to the daily routine of children.

If it is not established or poorly implemented, it is imperative to achieve its implementation. The regime is needed not only to improve the health of preschoolers: a solid routine organizes the activities of children, accustoms them to order, and brings up the sense of time necessary for the future student.

It is important to organize the life of children in the family in such a way that they are purposefully active, do not spend time in idleness, which breeds laziness. The school makes great demands on the first grader. The child is included in the systematic educational work, he has new duties and concerns, he has to be without movement for a long time.

Organizing a routine for the child, you can successfully prepare him for schooling. For children, a properly organized regimen is a condition not only for maintaining and strengthening health, but also for successful study. The mode is a rational and clear alternation of sleep, food, rest, various activities during the day.

With admission to school, the child begins the systematic study of science. It requires a certain level of cognitive development. The child must be able to take a point of view different from his own in order to acquire objective knowledge about the world that does not coincide with his immediate worldly ideas. He must be able to distinguish in the subject of its individual aspects, which is an indispensable condition for the transition to subject-based learning.

1.1 Preparing for school: goals and objectives of preparing a child for school

Currently, there are three ways to prepare a child for school:

In a preschool educational institution (DOE);

In other educational institutions (non-state educational institutions, preparatory classes of schools, creative centers, studios);

In a family setting.

According to the Ministry of Education of the Russian Federation, in Russia 47% of children aged 1 to 6 do not attend preschools. Of these, 1.5% attend non-state educational institutions, 3% - preparatory classes of schools, 3% - Houses of creativity, studios, 4% - used paid services based kindergartens.

39.5% of preschool children who do not attend preschool educational institutions are brought up only in family conditions. Their preparation for school is mainly done by their parents or other adult family members. Along with undeniable advantages, such as the possibility of creating individual conditions for diet, sleep, hardening, disease prevention, better care and health protection, an individualized system of preparing for school, etc., this path also has a number of disadvantages. First of all, it is the lack of interpersonal communication in the children's team. A child who attended a preschool educational institution will quickly and easily join a new school team, since his communicative readiness is much higher than that of a child brought up outside the children's team. In addition, adult family members often do not have special training for teaching a child to read, write, count, as well as sufficient psychological and pedagogical preparedness and are poorly oriented in the system of requirements for a child at the stage of admission to the first grade. And as a result, many parents are surprised to find out in April, when they bring their child to school to enroll him in the first grade, that he has been taught to read and write incorrectly, does not know enough poems by heart, does not know children's songs, he has not developed special skills of the simplest comparison, generalization, systematization, increased anxiety is noted, he does not know how to hold a pen correctly, he does not have fine motor skills, etc.

As part of the study of the problem of readiness for schooling, the staff of the Institute of Social Work Pedagogics of the Russian Academy of Education conducted a survey in which primary school teachers, school directors, educators, heads of preschool educational institutions and other specialists who are considered competent in this matter acted as experts.

They were asked using conventional signs (“+” - “Yes”, “+ -” - “Rather yes than no”, “- +” - “Rather no than yes”, “-” - “No”) , assess the degree of success in the development of general and special readiness of a preschool child in various conditions: a preschool educational institution (DOE), other educational institutions, a family.

As expected, the majority of experts preferred to prepare the child for school in a preschool environment. According to all respondents, the formation of physical, personal and intellectual readiness as components of the child's general psychological readiness for learning is quite successful within the walls of the kindergarten. Here, much attention is paid to the preservation and promotion of health, the comprehensive general mental and physical development of the child. To do this, outdoor games are organized, physical education, rhythm, swimming, etc. are held, elements of hardening are included in the daily routine. In many kindergartens, the day begins with morning exercises to music. All this contributes to the formation of a good posture in a child, develops motor skills, improves coordination of movements, and increases physical performance.

According to many researchers, in kindergarten the child is in optimal conditions for his mental and mental development: this is a properly organized daily routine, and the presence of numerous contacts with peers and adults (caregivers), and specially organized classes in preparatory groups.

According to experts, the formation of the child's physical readiness can be well placed in other educational institutions, where the child is supposed to visit various sports sections and circles. However, not all parents have the opportunity to take their child to such classes.

At the same time, more than half of the experts believe that the family also has the opportunity to form a child's physical readiness for school. However, up to 40% of respondents believe that high-quality physical training is doubtful or impossible in the conditions of only a family form of preparing a child for school.

However, many respondents are convinced that the formation of a child's personal readiness both in other educational institutions and in family conditions is possible at a high level (73% and 80% of respondents, respectively).

Experts are unanimous in their opinion that the formation of a child's intellectual readiness for learning is equally successful both in a family with a high level of education of its adult members and in a preschool educational institution (93%). At the same time, 40% of respondents doubt the success of the formation of the child's intellectual readiness by means of other educational institutions. This once again confirms that such training, according to experts, is most often a kind of “training” and does not provide the full development of the initial foundations of scientific knowledge in a preschooler.

To prepare older preschoolers for schooling is one of the main tasks of educators and psychologists. However, the volume of knowledge in those programs that prepare for school in kindergartens often significantly exceeds what is required in the first grade of school.

Classes with teachers of additional education, attending preparatory classes at gymnasiums and lyceums, various “preparation groups for school” in development centers, cultural centers, etc., as well as the availability of a huge amount of educational materials and manuals on free sale lead to the fact that most children go to school "intellectually prepared," so to speak. This baggage of knowledge is quite enough to pass an interview when enrolling in the first grade (although according to the rules this is not at all necessary: the child must be accepted to school without any checks and interviews), but problems begin at school.

Long-term observations show that the difficulties that most children have in the first grade are a natural and natural result of one-sided preparation for school, and their causes are rooted in preschool childhood.

Constant conversations, stimulation of cognitive interests, excursions to school and discussion of what they saw in kindergarten and at home will help children imagine their school future more realistically. (see annex 1)

However, one cognitive motivation for successful schooling is also not enough, psychological readiness is necessary. The simplest test of psychological readiness can be carried out by an educator, a psychologist or the parents themselves.

Find out if the future student can

Do one thing (not necessarily interesting) for 20-30 minutes, or at least sit still for this time;

Correctly understand the simplest tasks the first time - for example, draw a man (and not just a person, a princess, a robot, or whatever you want);

Act exactly according to the model (for example, draw a simple drawing without replacing details, without using other colors);

Act in a given rhythm and pace without errors for 4-5 minutes (for example, draw a simple geometric pattern in a notebook in a box under the dictation of an adult: “circle - square, circle - square”, and then independently, but at the same speed);

It is good to navigate in space and on a sheet of paper (do not confuse the concepts of top - bottom, above - below, right - left; be able to draw a pattern in the cells under the dictation of an adult: “three cells up, three to the right, one down, one right, one up, three to the right, three down”, etc.);

Orientation in terms of more - less, earlier - later, first - then, the same - different;

Memorize short poems.

When entering school, children who cannot cope with their emotions find themselves in a difficult position. Any chagrin completely paralyzes them. Failure in some business for a long time leads to a feeling of inferiority, pleasure turns into stormy joy. At the same time, the ability to perceive the environment (including educational material) is sharply reduced. Absorbed by their experiences, children are unable to navigate what is happening, their attention weakens, the ability to reason and logical thinking disappears. Sometimes a child may seem stupid, incapable, especially in a stressful situation: at an entrance interview, exam, testing, and later when answering at the blackboard.

Children with organic or functional disorders nervous system, with various neuroses (stuttering, enuresis, fears, obsessions) should be constantly monitored by doctors and psychologists both in kindergarten and at school. For them, it is unacceptable to start training early, work on programs of increased complexity.

If the parents still send the baby, who is not yet psychologically ready for school, to a lyceum or gymnasium, then everything possible must be done to ensure a sparing regime (small class, individual approach, good rest).

In general, regardless of the level of mental, physical and emotional development of the child, it is important to maintain his self-confidence and provide him with emotional comfort. Happy children learn better, adapt to new conditions faster, and it is much easier for adults to work with them.

So, having considered the main ways and means of preparing a child for school and, with the help of experts, assessing the degree of success of each of them, we can do following output: along with undeniable advantages, each of the three paths described above has, however, disadvantages, which means that it needs to be improved or supplemented.

Preparing a child in a preschool municipal educational institution is preferable. This means that every child should, if possible, receive this training in the conditions of a preschool educational institution.

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The upbringing and education of children in kindergarten is educational in nature and takes into account two areas for children to acquire knowledge and skills: the child's extensive communication with adults and peers, and an organized educational process.

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

The work of the educator in the classroom on the formation of readiness for school includes:

1. Developing in children the idea of classes as an important activity for acquiring knowledge. Based on this idea, the child develops active behavior in the classroom (careful completion of tasks, attention to the words of the teacher);
2. Development of perseverance, responsibility, independence, diligence. Their formation is manifested in the child's desire to acquire knowledge, skills, to make sufficient efforts for this;
3. Raising a preschooler's experience of working in a team and a positive attitude towards peers; mastering ways of actively influencing peers as participants in common activities (the ability to provide assistance, fairly evaluate the results of peers' work, tactfully note shortcomings);
4. Formation in children of the skills of organized behavior, learning activities in a team environment. The presence of these skills has a significant impact on the overall process of the moral formation of the child's personality, makes the preschooler more independent in the choice of activities, games, and activities of interest.

With low indications of the formation of a positive attitude towards school, it is necessary to give the child as much attention as possible. Communication with him should be built not in school, but in preschool form. It should be direct, emotional. Such a student cannot be strictly required to comply with the rules of school life, he cannot be scolded and punished for their violations. This can lead to the manifestation of a persistent negative attitude towards the school, teacher, teaching. It is necessary to wait until the child himself, observing other children, comes to a correct understanding of his position and the requirements for behavior arising from it.

To increase the level of development of thinking and speech, the participation of the child in collective games after school hours is very important. It is necessary to more often entrust him with the performance of roles that require the adoption of any decisions, active verbal communication with other children.

No need to try to "train" the child to perform in the understanding of tasks such as those given in the methods. This will give only the appearance of success, and when faced with any new task for him, he will be as worthless as before.

With a "low" level of development of thinking and speech, it is necessary from the very beginning of training additional individual tasks aimed at a more complete assimilation curriculum. It will be more difficult to close the resulting gaps in the future. It is useful to increase the volume of propaedeutic knowledge (especially in mathematics). At the same time, there is no need to rush to develop skills: work on understanding the material, and not on the speed, accuracy and accuracy of answering questions or performing any actions.

An insufficient level of development of figurative representations is one of the frequent causes of learning difficulties not only for 6-7 year old children, but also much later (up to the senior classes). At the same time, the period of their most intensive formation falls on preschool and the beginning of primary school age.

Therefore, if a child entering school has shortcomings in this area, then they should be compensated as soon as possible.

Graphic and constructive activity is extremely important for the development of figurative representations. It is necessary to stimulate drawing, sculpting, appliqué, construction from building material and various structures during extracurricular time. It is useful to give similar homework: draw a picture, assemble a simple model for a constructor, etc. In the selection of tasks, you can rely on the "Kindergarten Education Program".

It is very important to instill in the child self-confidence, to prevent the occurrence of low self-esteem. To do this, you need to praise him more often, in no case scold him for his mistakes, but only show how to correct them in order to improve the result.

- to equip children with the knowledge, skills and abilities necessary for independent solution new questions, new educational and practical tasks, to instill in children independence, initiative, a sense of responsibility and perseverance in overcoming difficulties;
- purposefully develop cognitive processes, including the ability to observe and compare, notice the common in the different, distinguish the main from the secondary, find patterns and use them to complete tasks, build the simplest hypotheses, test them, illustrate with examples, classify objects (groups of objects) , concepts according to a given principle;
- to develop the ability to make simple generalizations, the ability to use the acquired knowledge in new conditions;
- learn to open causality between the phenomena of the surrounding reality;
- develop mental operations: the ability to solve problems to find patterns, compare and classify (continue a sequence of numbers or geometric shapes, find a broken pattern, identify common feature groups of objects, etc.);
- develop speech: be able to describe the properties of an object, explain the similarities and differences of objects, justify your answer, be able to clearly express your thoughts;
- to develop creative abilities: to be able to independently come up with a sequence containing some regularity; a group of figures with a common feature;
- to develop visually - figurative, verbal-logical and emotional memory;
- develop attention, observation, logical thinking;
- develop the ability to generalize and abstract, develop spatial representations (about the shape, size, relative position items);
- intensive development of types of speech activity: the ability to listen, speak, freely use the language in different situations communication;
- development of artistic-figurative and logical thinking, education of speech culture of communication as an integral part of human culture communication;
- if possible, enrich speech, develop their attention and interest in linguistic phenomena;
- development of phonemic hearing;
- enrichment of the dictionary, development of their speech.

Application of the leading activity of a preschooler in the process of special preparation for school: Special preparation of an older preschooler for school is the upbringing of a conscious positive attitude towards social and educational activities, instilling the concept of the importance and necessity of studying at school. The tasks of the educator include the following actions, he must:

* arouse in the child the desire to become a schoolboy;
* arouse his sympathy for the students;
* cause the desire to be like them;
* cause respect for the profession and personality of the teacher;
* to instill an understanding of the socially useful significance of the teacher's work;
* develop the need for a book and the desire to learn to read.

The success of the special preparation of older preschoolers for school is largely determined by the extent to which the educator takes into account the uniqueness of the children's work and, in particular, how the teacher uses the game for this purpose. An increased level of attention to learning in the process of special preparation for school in the senior group of the kindergarten often leads to the fact that the importance of role-playing and creative play is belittled, and not deservedly so. But it is she who conceals in herself not small educational opportunities precisely in the matter of special preparation of children for school.

In the game and through the game there is a gradual preparation of the consciousness of older preschoolers for future changes in their living conditions, in relations with adults and with peers, there is a formation of personality traits that are necessary for a future first grader. In the game, the formation of such qualities as initiative, independence, organization, development takes place. creativity and ability to work in a team. All these qualities are necessary for the future student.

The techniques and methods that are used by the educator in the process of special preparation of older preschoolers for school complement each other. The educator combines a variety of activities with play and work. The knowledge that is gained by children in the process of observations, excursions, targeted walks, the educator replenishes and clarifies, with stories, reading works fiction, correspondence with children of various kindergartens.

With the help of the game, the educator reveals the attitude of older preschoolers to the depicted action, while at the same time contributing to the development and consolidation of this attitude. Children really like to experience again and again the joy, admiration, surprise, delight they experienced when they got acquainted with an object, phenomenon, event. This explains the steady interest of older preschoolers in games. In the game, they practically implement what they would like to see in the first grade.

Brought up by the educator in the process of special preparation for school, the respect and love for the book is retained by the children at school as well. Anyone who is interested in reading a textbook in a preschool institution under the guidance of an educator, at school in the process of extracurricular reading, they offer various forms of working with a book, acting as organizers of various quizzes on the works of their favorite writers or organizing exhibitions of these books.

The need of older preschoolers for a book, their ability and desire to find answers to various questions that arise in it, as well as a careful attitude to the book from the first days of education - all this is the merit of the educator. At school, all these qualities help the teacher to interest older preschoolers in reading, causing a desire to learn to read as soon as possible, supporting and developing their interest in acquiring new knowledge.

Didactic lessons and games. We recommend thoughtfully and systematically didactic games. The importance of role-playing and didactic games in preparation for school can hardly be overestimated. Role-playing games have a general developmental impact on the personality of the future student, and didactic games with rules are associated with the upcoming learning activities and student behavior. In games, the preschooler plays out situations and actions that are largely close to future learning activities. That is, in the game there is a direct preparation of the child for the transition to a new level of education - admission to school.

Already younger preschoolers need to be taught to make a choice according to the model: the child is faced with the problem of choosing an analogue according to the model from a number of homogeneous objects. Such a game carries an element of classification. Thus, parents lead the child to independent generalizations: relying on direct sensory experience, they develop elements of logical thinking in him on the available material. Grouping according to the model becomes a prerequisite for the emergence of conceptual thinking in children, which underlies all school education.

The systematic assimilation of knowledge by children in the classroom in kindergarten forms the basis for mastering certain elements of educational activity. In the preparatory group, children are taught the center line when depicting symmetrical forms. Preparations are underway to ensure that in the 1st grade, children can easily master the use of auxiliary lines when constructing a drawing: vertical, horizontal, oblique tangent, symmetry axes, draw the invisible part of objects. Classes in drawing, modeling, applications contribute to the preparation for the lessons of fine arts, mathematics, labor. When writing and drawing, the skill of the correct position of the body, hands, the ability to hold a pen, a pencil is developed. The tasks of aesthetic education in kindergarten are diverse. They include the formation of a child's ideas about the world of art, the education of aesthetic feelings and attitudes, as well as a variety of artistic skills. In the classes of fine arts, the task of comprehensive development of the personality is carried out, the skills necessary for educational activities are formed and consolidated: preschoolers master the ability to listen, remember and consistently perform tasks; subordinate their actions to the rules that determine the way they are performed; fit in time; evaluate your work; find and correct errors, bring the work to the end; keep the workplace, tools, materials in order.

The psychological prerequisites for the inclusion of a child in the team of the class and school are formed by older preschoolers as a result of their participation in joint activities with peers in the kindergarten group.

In addition to psychological readiness, a preschooler needs a certain amount of information about the world around him - about objects and their properties, about phenomena of animate and inanimate nature, about people, their work, about the principles of moral norms of behavior.

A special place in working with children in kindergarten is occupied by imparting knowledge to them and the formation of skills that are traditionally related to the school itself - literacy and mathematics. Mastering children in literacy and mathematics occurs in the process of special classes, the main purpose of which is to form in children the prerequisites for learning to write and count. Literacy is a complex mental activity that requires a certain maturity of many mental functions of the child. Therefore, preschool children must be prepared for writing long before they begin to carry out all the functions of writing.

Psychodiagnostics of preschoolers. Preschool development of children is extremely diverse, but the school makes the same demands on everyone. Non-compliance with these requirements, deviations from them in any direction turn out to be undesirable, and can significantly complicate the life of a student. An individual approach to teaching turns out to be practically unrealizable, and not only because there are more than 30 students in the class. The standardization of the requirements lies in the fact that there is a single training program for the entire class, which assumes the assimilation of a precisely defined amount of knowledge and the performance of the same tasks by all students. Requirements for the level of assimilation and performance, assessment criteria, organization of educational activities, mode and form of conducting classes are also the same for everyone.

From the point of view of age pedagogy, it is important that very different preschoolers, entering the first grade, find themselves in the same conditions, they are subject to the same requirements, regardless of their individual psychological capabilities, the initial level of development of intellectual abilities and the formation of primary school skills.

Thus, the question arises of conducting a comprehensive psychological examination of children upon admission to the first grade. This kind of psychodiagnostics makes it possible to understand the individual capabilities of their child, make a forecast regarding future problems, develop recommendations for teachers and parents, following which it is possible to avoid complications in learning and development.

There are individual psychological characteristics of children that are far from always obvious, often found out only with special diagnostics, but give rise to problems in learning from the first day they come to school, if preventive corrective work is not carried out. These include: a reduced level of intelligence of the child; sharp disharmony of the child's intellect with insufficient development of its verbal substructures (extreme "visuals" and "kinesthetics"); the presence of deviations in the emotional and personal development of the child (elements of neuroticism, autism, psychopathy, etc.); deficiencies in hand-eye coordination, etc..

The main aspects in the perspective of which psychological diagnostics of children entering the first grades should be carried out:

1. Correspondence of the neuropsychic and physical state of health with the general training regimen.
2. Correspondence of the intellect of the first grader to the type of curriculum.
3. Compliance of preschool preparation of the child with the requirements for school skills implicitly contained in a number of curricula.
4. Correspondence of the emotional-volitional, personal characteristics of the child to the communication style and teaching method of a particular teacher.
5. Compliance of the child's communicative experience with the requirements of group interaction in the classroom.

One of the most important points diagnosis is an analysis of the family situation, since the attitude of parents to the child depends on what recommendations and to what extent they will use to prevent and correct problems in learning.

Psychodiagnostics is not an end in itself, but only a means by which the necessary information base is provided for planning further psychological assistance to students.

The absence of a comprehensive psychological and pedagogical examination of children upon admission to school leads to the fact that disharmony or slight deviations in development that are not detected in time give rise to irreparable defects in upbringing and education.

By the end of preschool age, the child becomes ready to accept a new social role schoolchild, the assimilation of new (educational) activities and a system of specific and generalized knowledge. Otherwise, he develops psychological and personal readiness for systematic schooling.

It should be emphasized that these changes in the child's psyche, important for the further development, do not occur by themselves, but are the result of a purposeful pedagogical influence. It has long been noted that the so-called "disorganized" children, if the necessary conditions are not created in the family, lag behind their peers attending kindergarten in their development.

Some authors propose to abandon the task of preparing preschoolers for school, since this, in their opinion, "denies the inherent value of living in the era of childhood." It's hard to agree with this. First, any period of a person's life has intrinsic value and uniqueness. Secondly, mental development is a staged process that has a cumulative (accumulative) character. This means that the transition to a higher stage of development is possible only when the necessary prerequisites for this have been formed at the previous stage - age-related neoplasms. If by the end of the age period they are not formed, then in this case they speak of a deviation or developmental delay. Therefore, preparing the child for the school period of development is one of the most important tasks. preschool education and upbringing. Thirdly, the main condition for full development in childhood is purposeful and conscious guidance from adults - teachers and parents. And this, in turn, is possible only when work with a child is based on a clear understanding of the patterns of mental development and the specifics of subsequent age stages, knowledge of what age-related neoplasms are the basis for the child's further development.

Preparing a child for school is one of the most important tasks of teaching and educating preschool children, its solution in unity with other tasks of preschool education makes it possible to ensure the holistic harmonious development of children of this age.

As practice shows, the formation and objective assessment of the required level of school readiness is impossible without active participation educators and parents, and for this they need certain knowledge about the characteristics of children of older preschool age, ways of forming school readiness and possible difficulties at the beginning of schooling. In order to answer the most frequently asked questions of parents of future first graders, to help them properly organize classes with preschoolers, you can organize a system of events in the form of group events (parent meetings, " round tables", organizational - activity games, etc.), individual (interviews) consultations, to involve a preschool psychologist in work with parents.

Preparing children for schooling begins long before they enter school and is carried out in kindergarten classes based on the activities familiar to the child: games, drawing, construction, etc.

Knowledge and ideas about the world around the child can learn the most different ways: manipulating with objects, imitating others, in visual activity and in the game, in communication with adults. Whatever activity the child is engaged in, there is always an element of cognition in it, he constantly learns something new about the objects with which he acts. It is important to remember that at the same time, he does not have a special task of knowing the properties of these farts and how to act with them, the child faces other tasks: draw a pattern, build a house out of cubes, mold an animal figure from plasticine, etc. knowledge is a by-product of his activity.

The activity of the child takes the form of teaching, learning activity when the acquisition of knowledge becomes the conscious goal of his activity, when he begins to understand that he is performing certain actions in order to learn something new.

In a modern mass school, education has a class-lesson form, while the activities of students are regulated in a certain way (the student is obliged to raise his hand if he wants to answer or ask the teacher about something, he must stand up when answering, during the lesson you can’t walk around the classroom and do outsiders affairs, etc.) In the recent past, in preschool institutions, the preparation of children for school and the formation of educational activities were reduced to developing in children the skills of school behavior in the classroom: the ability to sit at a desk, answer the teacher’s questions “correctly”, etc. Of course, if a preschooler enters the first grade of a school operating according to the traditional system, he needs the skills of educational work. But this is not the main thing in the formation of readiness for educational activities. The main difference between educational activities and others (games, drawing, construction) is that the child accepts the educational task and his attention is focused on ways to solve it. At the same time, a preschooler can sit at a desk or on a carpet, study individually or in a group of peers. The main thing is that he accepts the learning task and, therefore, learns. It should be noted that the content of education in the first grade and in the preparatory and senior groups of the kindergarten largely coincides. So, for example, children of the senior and preparatory groups have a good command of the sound analysis of the word, I know the letters, they can count within 10, they know the basic geometric shapes. In fact, in the first half of the school year, the knowledge that students receive in the classroom, for the most part, was known to them even in the preschool period. At the same time, observations of the adaptation of kindergarten graduates to school conditions show that the first half of the year at school is the most difficult. The thing is that the basis of the assimilation of knowledge in the conditions of a mass school is based on other mechanisms than it was before in the types of activities familiar to the child. At school, mastering knowledge and skills is a conscious goal of the student's activity, the achievement of which requires certain efforts. In the preschool period, knowledge is acquired by children mostly involuntarily, classes are built in an entertaining form for the child, in the usual activities for him.

When preparing a child for school, it is not enough just to develop memory, attention, thinking, etc. The individual qualities of the child begin to work to ensure the assimilation of school knowledge, that is, they become educationally important when they are specified in relation to educational activities and the content of education. So, for example, a high level of development of figurative thinking can be considered as one of the indicators of school readiness when the child has developed the ability to analyze complex geometric shapes and synthesize a graphic image on this basis. High level cognitive activity does not yet guarantee sufficient motivation for learning, it is necessary that the cognitive interests of the child be associated with the content and conditions of schooling.

Teaching motives.

The formation of motives for learning and a positive attitude towards school is one of the most important tasks of the teaching staff of the kindergarten and the family in preparing children for school.

The work of a kindergarten teacher in shaping the motives for learning and a positive attitude towards school in children is aimed at solving three main tasks:

1. the formation of correct ideas about school and teaching in children;
2. formation of a positive emotional attitude towards school;
3. formation of learning experience.

To solve these problems, I use various forms and methods of work: excursions to the school, conversations about the school, reading stories and learning school poems, looking at pictures reflecting school life and talking about them, drawing the school and playing school.

Stories and poems about the school are selected in such a way as to show children the different aspects of school life: the joy of children going to school; the importance and significance of school knowledge; the content of schooling; school friendship and the need to help school mates; rules of conduct in the classroom and at school. At the same time, it is important to show children the image of a "good student" and a "bad student", to build a conversation with children on a comparison of patterns of correct and incorrect (from the point of view of the organization of schooling) behavior. Children of senior preschool age perceive with interest and better remember texts with humorous content.

When organizing a game at school, you can use plots of various contents: playing at school after an excursion to a lesson in grade 1 (consolidating the acquired knowledge and ideas), modeling the school of the future (forming an emotional attitude towards school, developing creative imagination and freedom of thinking. In the plot of the game, you can to play the role of Dunno - a student who does not want to learn, interferes with everyone, violates the established rules.

The family plays a decisive role in the formation of the motives for learning and the actual educational motives in the preschooler. Interest in new knowledge, basic skills of searching for information of interest (in books, magazines, reference books), awareness of the social significance of school teaching, the ability to subordinate one’s “I want” to the word “must”, the desire to work and bring the work started to the end, the ability to compare the results of one’s work with a model and see their mistakes, the desire for success and adequate self-esteem - all this is the motivational basis of school teaching and is formed mainly in the conditions of family education. If family education is built incorrectly (or is absent altogether), positive results cannot be achieved by the efforts of a preschool institution alone.

Acceptance of a learning task.

The acceptance of a learning task means that the teacher's task has acquired a "personal meaning" for the child, has become his own task. At the same time, the child himself determines the level of achievement acceptable for him in the activity (whether he will perform the assigned task in the best way, or will he be limited to the average level, or will not perform at all), a predominant orientation is formed on speed (perform the task as quickly as possible) or on quality ( perform as accurately as possible, without errors).

Acceptance of a learning task includes two points: the desire to complete the task set by the teacher, i.e., accepting the task "for oneself" (the personal aspect of accepting the task) and understanding the task, i.e., understanding what needs to be done and what should happen as a result of completing the task (the cognitive aspect of task acceptance).

In this case, the following options are possible:

1. the child accepts and understands the task (wants to complete the task and understands what needs to be done);
2. the child accepts, but does not understand the task (wants to complete the task, but does not understand well what to do);
3. the child does not accept, but understands the task (understands what needs to be done, but does not want to complete the task);
4. the child does not accept and does not understand the task (does not want to complete the task and does not understand what to do).

In order to determine the reason for the insufficient development of the ability to accept the task, one needs to pay attention to the development of learning motives (task acceptance) and mental abilities: the level of generalization and learning ability (task understanding).

An understanding of the task set by an adult is formed in the joint activity of the child and the adult, first in practical activities(understanding of the practical task), then in the educational game and in the educational (understanding of the educational task). A practical task is different from a learning task. When solving practical problems, the child's attention is focused on the result ("what needs to be done?"), in the educational problem - on the methods of solving it ("how, in what way is this done?"). At the same time, the child understands that he is performing this or that action in order to learn how to perform it correctly.

A task (practical and educational) can be set before a child in two ways: in the form of a visual model (a finished drawing, building, etc., which are used as a model for actions) or in verbal form.

When setting a task for a child, it is necessary to clearly identify:

1. what needs to be done (goal setting);
2. how to do it (methods of action are set);
3. what should happen (result parameters are set).

After the task is completed, it is necessary to determine together with the child whether the result corresponds to the given standard, whether the methods that were proposed by adults were used, and to give an overall assessment of the work.

In order for the task of an adult to become the task of a child and help him manage his activities, control actions and correctly evaluate the result himself, it is necessary:

So that he first repeats the task formulated by the adult aloud (at this time, the adult checks the correct understanding of the task and corrects if there are errors and inaccuracies);
- then he repeated to himself - in a whisper and "mentally".

And only after that you can start the task. If errors or deviations from the set parameters occur, there is no need to rush to repeat the task for the child again, let him remember and do it himself.

After the child learns to accept and understand the tasks set by adults in practical activities, you can proceed to learning objectives, in which the child's attention is drawn to new ways of performing actions and the need for their assimilation.

Introductory skills.

The success of teaching children enrolled in the 1st grade of a school is largely determined by the presence of certain elements of learning in them and the ways in which they perform educational activities (introductory skills).

Introductory Skills:

1. Speech knowledge and skills:
- knowledge of letters, ability to read;
- sound analysis of the word;
- construction of a phrase;
- vocabulary;
- phonemic awareness;
- sound pronunciation.

2. Mathematical knowledge and representations:
- counting within 10 (direct and reverse);
- the composition of the number, the solution of arithmetic problems with "+" and "-";
- idea of the shape (square, circle, triangle, rectangle, oval);
- spatial representations (top - bottom, right - left).

3. Study skills:
- landing at the table (desk);
- method of holding the writing object;
- orientation on the page in a notebook, book;
- the ability to listen and carry out the task of the teacher;
- knowledge and implementation of the rules of conduct in the lesson (lesson).

One of the tasks of preparing children for schooling is to develop in the child some knowledge and introductory skills necessary for mastering the program material. Without this knowledge and skills, children experience significant difficulties from the first days of schooling and require individual work with them.

The ability to listen and follow the instructions of the teacher is one of the prerequisites for successful learning in any elementary school program. You can determine how developed this skill is by observing the child during classes in kindergarten. At the same time, we pay attention to such features of the behavior of a preschooler:

Does he listen carefully to an adult;
- whether he listens to the task to the end, does not interrupt and does not begin to complete the task without listening to it;
- tries to follow the instructions of an adult as accurately as possible;
- asks questions if he did not understand or forgot something in the process of execution;
- whether he recognizes the authority of an adult and is positively disposed to interact with him.

Graphic skill.

In a kindergarten, children acquire graphic skills in the visual arts, and small hand movements develop in the process of designing and performing labor activities. But these classes are not enough to prepare the hand for writing; a well-thought-out system of special classes and exercises is needed to develop graphic skills in children not only in kindergarten, but also at home.

In the preparatory group, the children are given the actual graphic tasks, first simple (circling the element of the letter by dots), then more complex (writing the element of the letter on their own). At the same time, it is important to draw the attention of the child to the fact that he already knows a lot and he is doing much better than at the beginning. Paying attention to success in graphic activity, thereby an adult stimulates the child's interest in writing exercises, in writing.

The maturity of fine motor skills of the hands ensures the accuracy of graphic actions due to muscle control. This is the dexterity of the fingers and hands, the coordination of their movements. For the development of fine motor skills of the hands, the following techniques and exercises are used:

Hand massage;
- finger gymnastics and finger games;
- clay crafting;
- performing movements with small objects (mosaic, constructor, tying ropes, fastening buttons, cutting with scissors);
- performance of "twisting" movements (tightening nuts in the constructor);
- special exercises to prepare the hand for writing.

The child acquires the experience of graphic movements by performing various types of hatching, drawing, copying drawings, tracing contours using dots and dotted lines. At the same time, the correct methods of action are taught: to draw a line from top to bottom and from left to right; hatch evenly, without spaces, without leaving the contour.

Level of generalizations (prerequisites for logical thinking).

By the end of preschool age, in familiar areas of reality, children can make logically correct generalizations based on visual signs, they also begin to use verbal generalizations. The child masters a higher level of generalizations and uses them in communication and activities. L. S. Vygotsky called these generalizations potential concepts, since in their form they are concepts (children use the same generalizing words as adults and use them correctly), but by their very nature they are complexes, they include external visual signs and communication objects, are practical and functional. For a child, to define an object or concept means to say what can be done with this object. Potential concepts (preconceptions) are the most developed form of complex thinking, which L. S. Vygotsky called a "transitional bridge" to the highest level of development of generalizations - true concepts.

Domestic psychologists (L. S. Vygotsky, A. N. Leontiev, P. Ya. Galperin, and others) showed that mental processes go through a long path of development. At first, they are formed as external, practical actions with objects or their images, then these actions are transferred to the speech plane, carried out in the form of external speech (loud pronunciation and pronunciation in a whisper), and only on the basis, undergoing a series of changes and reductions, they turn into mental actions performed in the form of inner speech. Therefore, it is necessary to gradually form mental actions in children.

Visual analysis of geometric shapes (figurative thinking).

In the mental activity of older preschoolers, three main types of thinking are represented to varying degrees: visual-effective, visual-figurative, logical (conceptual).

In older preschool age, figurative thinking plays a leading role in the cognition of the surrounding reality, which is characterized by the fact that the solution of practical and cognitive problems is carried out by the child with the help of ideas, without practical actions. The child can anticipate future changes in the situation, visualize various transformations and changes in objects, and identify their relationships. Initially, scattered, incomplete, concrete representations become more and more complete, accurate and generalized, while still simple systems of generalized ideas about the surrounding things and phenomena are being formed.

As individual experience accumulates as a result of practical and cognitive activity and the child's communication with others, concrete images of objects acquire an increasingly generalized schematized character. At the same time, the most significant, significant properties and connections come to the fore and constitute the main content of the presentation; non-essential, secondary properties and casual connections are lost.

The generalized and schematized nature of preschoolers' representations makes it possible to widely use a variety of models and schemes for teaching them and forming elementary concepts.

The specificity of the thinking of older preschoolers, its figurative-schematic nature is manifested in the fact that children of 6-7 years of age quite easily understand the schematic images of real objects and phenomena (for example, the plan of a group room or area, etc.) and actively use them in gaming and visual activities. At an intuitive level, they can already find similarities and differences in complex graphic images, group them. The task of the educator at this stage is to teach the child the conscious analysis of graphic images. Insufficient development of visual analysis can subsequently cause errors in reading and writing; replacement of letters similar in spelling, etc., serious difficulties in mastering mathematics.

In the process of specially organized children's activities and training, visual analysis is fairly easy to train. Therefore, one of the most important tasks of the educational work of a kindergarten is to organize the activities of older preschool children in such a way as to ensure the full development of figurative thinking and visual analysis.

Verbal mechanical memory.

A feature of learning in the initial period is that most of the information received by first-graders in verbal form from the teacher does not appear to have a logical connection, it is an enumeration of a sequence of operations that need to be performed to solve a particular problem. It has been established that one of the reasons for poor literacy is incorrect or inaccurate verbal reproduction of the rules by children.

The ability to memorize unrelated verbal material reflects the functional state of the cerebral cortex. Therefore, the level of development of verbal mechanical memory is one of the most important indicators of readiness for learning.

Arbitrary regulation of activity.

The main distinguishing feature of a new type of activity for a child is the formation of an arbitrary level of regulation of actions in accordance with specified norms. Insufficient development of this quality complicates the process of assimilation of knowledge and the formation of educational activities. These children are disorganized, inattentive and restless; poorly understand the explanations of the educator, make mistakes when independent work and do not notice them; often violate the rules of conduct; can't keep up with the pace of work.

The reasons for the insufficient development of voluntary behavior and activity in children of this age may be different. These are the insufficient development of social motives and the motive of duty, functional disorders in the work of the central nervous system and the brain, the lack of formation of psychological (operational) mechanisms of arbitrary regulation of activity and individual actions. Therefore, the formation of the arbitrariness of activity includes: the development of learning motives; providing conditions for the normal development and functioning of the child's nervous system and strengthening his health; the formation of psychological mechanisms of arbitrariness through the organization of children's activities and the use of special games and exercises.

Learnability.

Learning as a general ability to assimilate knowledge and methods of activity is singled out as the most important condition for the success of a child's education in school. The concept of “learnability” is based on L. S. Vygotsky’s position on the “zone of proximal development of the child”, which determines his ability to acquire new knowledge in cooperation with an adult, thus rising to a new stage of mental development.

Learnability is a complex integral mental quality that develops primarily in the process of communication between a child and an adult in situations of spontaneous and / or organized learning and is largely determined by the individual characteristics of the intellectual and personal development child.

Sections: Working with preschoolers

Introduction.

The most important task facing the system of preschool education is the comprehensive development of the child's personality and the preparation of children for school.

Preparing children for school is not a new problem in itself, it was given great importance, since preschool institutions have all the conditions to solve this problem. Back in the fifties and sixties, the issues of preparing children for school were considered in practice rather narrowly and were reduced to the assimilation of knowledge from the field of the formation of elementary mathematical representations, teaching literacy. However, the actualization of the issues of preparing children for school is due to the fact that the elementary school has switched to a four-year term of study, which required cardinal changes in the organization of continuity in the work of the kindergarten and school.

For the first time, the concept of continuity between kindergarten and school was discovered by Academician A. V. Zaporozhets, as a broad concept associated not only with the coordination of the work of kindergarten and school, "but as ensuring the continuity of the levels of development of children of senior preschool age and primary school age, that is, issues of versatile development.

This work was further continued in the studies of such psychologists as Elkonin D. B., Davydov. V., Poddyakov N.N. and others. And among teachers, this work was reflected in the studies of Nechaeva V.G., Markova T.A., Bure R.S., Taruntayeva T.V.

What is meant by the concept of "children's readiness for learning" in school "? First of all, not individual knowledge and skills are understood, but their specific set, in which all the main elements must be present, although the level of their development may be different. What are the components included in the set of "school readiness"? First of all, this is motivational, personal readiness, which includes the "internal position of the student", volitional readiness, intellectual readiness, as well as a sufficient level of development of visual-motor coordination, physical readiness.! an integral part is a versatile education, including: mental, moral, aesthetic and labor.

Main part.

Kindergarten and school as important institutions in a child's life.

E.E. Kravtsova noted the following: “Preparing children for school is a complex, multifaceted task, covering all spheres of a child’s life.” Psychological readiness for school is only one of the aspects of this task, although it is extremely important and significant. However, within one aspect, there are different approaches that can be distinguished. Given all the diversity and diversity of ongoing research in this area, she singled out and outlined several basic approaches to this problem.

The first approach can include all research aimed at developing in preschool children certain skills and abilities necessary for learning at school. This approach has received a powerful development in psychology and pedagogy in connection with the question of the possibility of learning at school from an earlier age.

Studies in this area have established that children of five to six years old have significantly more intellectual, mental and physical abilities than expected, which makes it possible to transfer part of the first grade program to the preparatory groups of kindergartens.

The works that can be attributed to this approach are studies carried out by such authors as T.V. Taruntayeva, L.E. Zhurova, convincingly demonstrate that through the social organization of upbringing and educational work, it is possible to successfully teach children of this age the principles of mathematics and literacy, and thereby significantly improve their preparation for schooling.

According to E.E. Kravtsova, the problem of psychological readiness for schooling is not limited to the possibility of developing certain knowledge, skills and abilities in children. It should be noted that all learned preschool content, as a rule, is consistent with their age capabilities, i.e. given in an age-appropriate form. However, the very form of activity in this approach is not the subject of psychological research. Therefore, the question of the possibility of transition to a new form of activity, which is pivotal for the problem of psychological readiness for schooling, within the framework of this approach does not receive adequate coverage.

The second approach is that, on the one hand, the requirements imposed on the child by the school are determined, and on the other hand, neoplasms and changes in the child's psyche that are observed by the end of preschool age are studied.

L.I. Bozovic notes: ... the carefree pastime of a preschooler is replaced by a life full of worries and responsibilities - he must go to school, engage in those subjects that are defined school curriculum to do in the lesson what the teacher requires; he must strictly follow the school regime, obey the school rules, achieve a good assimilation of the knowledge and skills laid down in the program. At the same time, she singles out such neoplasms in the child's psyche that exist in accordance with the requirements of the modern school.

Thus, a child entering school must have a certain level of development of cognitive interests, a readiness to change his social position, a desire to learn; in addition, he should have indirect motivation, internal ethical instances, self-esteem. The totality of these psychological properties and qualities, according to scientists, is the psychological readiness for schooling.

It should be noted that schooling and learning activities are far from unambiguous concepts. With the modern organization of school life, learning activities, as V.V. Davydov and D.B. Elkonin point out, do not take shape for all students, and mastery of educational activities often occurs outside the framework of school education. traditional forms schooling has been repeatedly criticized by many Soviet psychologists. Therefore, the problem of psychological readiness for schooling should be understood as the presence of prerequisites and sources of educational activity in preschool age. Accounting for the named provision is a distinctive feature of the third selected approach. Its essence lies in the fact that in the works belonging to this direction, the genesis of individual components of educational activity is investigated and the ways of their formation in specially organized training sessions are revealed.

In special studies, it was revealed that children who underwent experimental training (drawing, modeling, appliqué, design) developed such elements of educational activity as the ability to act according to a model, the ability to listen and follow instructions, the ability to evaluate both their own work and the work of other children . Thus, the children formed a psychological readiness for schooling.

Considering educational activity from the point of view of its origin and development, it should be borne in mind that its source is only a single, holistic psychological formation that generates all components of educational activity in their specificity and interconnection.

The works related by E.E. Kravtsova to the fourth approach, which seems to be the most interesting in terms of the problem of psychological readiness for school, are devoted to the identification of a single psychological neoplasm that lies at the origins of educational activity. This approach corresponds to the study of D.B. Elkonin and E.M. Bokhorsky. The hypothesis of the authors was that the neoplasm, in which the essence of psychological readiness for schooling is concentrated, is the ability to obey the rules and requirements of an adult. The authors used a modified method of K. Levin, aimed at identifying the level of satiety. The child was given the task of enduring a very a large number of matches from one pile to another, and the rule was that you could only take one match at a time. It was assumed that if a child has formed a psychological readiness for schooling, then he will be able to cope with the task in spite of satiety and even in the absence of an adult.

The problem of a child's readiness for schooling today is quite acute. For a long time it was believed that the criterion for a child's readiness for learning is the level of his mental development. L.S. Vygotsky was one of the first to formulate the idea that readiness for schooling lies not so much in the quantitative stock of representations as in the level of development of cognitive processes. According to L.S. Vygotsky, to be ready for schooling means, first of all, to generalize and differentiate objects and phenomena of the surrounding world in the appropriate categories.

The concepts of readiness for schooling as a set of qualities that form the ability to learn were followed by A.N. Leontiev, V.S. Mukhina, AA. Lublin. They include in the concept of readiness for learning the child's understanding of the meaning of educational tasks, their difference from practical ones, awareness of the ways of performing an action, skills of self-control and self-esteem, development of volitional qualities, the ability to observe, listen, remember, achieve the solution of tasks.

There are three main lines along which preparation for school should be carried out:

First, it is a general development. By the time the child becomes a schoolboy, his general development should reach a certain level. It is primarily about the development of memory, attention and especially intelligence. And here we are interested in both the stock of knowledge and ideas that he has, and the ability, as psychologists say, to act in the inner plane, or, in other words, to perform certain actions in the mind;

Secondly, it is the education of the ability to voluntarily manage oneself. A preschool child has a vivid perception, easily switched attention and a good memory, but he still does not know how to manage them arbitrarily. He can remember for a long time and in detail some event or conversation of adults, perhaps not intended for his ears, if something attracted his attention. But focus a little long time on what does not arouse his immediate interest, it is difficult for him. Meanwhile, this skill is absolutely necessary to develop by the time you enter school. As well as the ability of a broader plan - to do not only what you want, but also what you need, although, perhaps, you don’t really want to or even don’t want to at all;

Thirdly, the formation of motives that encourage learning. This does not mean the natural interest that preschool children show in school. It is about cultivating a real and deep motivation that can become an incentive for their desire to acquire knowledge. The formation of motives for learning and a positive attitude towards school is one of the most important tasks of the teaching staff of the kindergarten and the family in preparing children for school.
The work of a kindergarten teacher in shaping the motives for learning and a positive attitude towards school in children is aimed at solving three main tasks:

1. the formation of correct ideas about school and teaching in children;
2. formation of a positive emotional attitude towards school;
3. formation of learning experience.

So, a kindergarten is an institution for the public education of preschool children and is the first link in the general system of public education.

Children are admitted to the kindergarten at the request of their parents. Objective: to help the family in raising children.

In kindergarten, children under the age of 3 are in the care of educators (persons with special education); children from 3 to 7 years old are brought up by teachers with special pedagogical education. The head of the kindergarten has a higher pedagogical education and experience in educational work.

Each kindergarten is closely connected with the families of children. Educators promote pedagogical knowledge among parents.

Children gradually develop elementary skills of educational activity: the ability to listen and understand the teacher's explanations, act according to his instructions, complete the work, etc. Such skills are also developed during excursions to the park, to the forest, along the streets of the city, etc. On excursions, children are taught to observe nature, they bring up love for nature, for the work of people. Children spend time after classes outdoors: playing, running, playing in the sandbox. At 12 o'clock - lunch, and then 1.5 - 2 hours - sleep. After sleep, the children play on their own or, at their request, the teacher organizes games, shows filmstrips, reads books, etc. After an afternoon snack or dinner, before going home, the children walk in the air.

The new tasks facing the preschool institution require its openness, close cooperation and interaction with other social institutions that help it solve educational problems. In the new century, the kindergarten is gradually turning into an open educational system: on the one hand, the pedagogical process of a preschool institution becomes more free, flexible, differentiated, humane on the part of the teaching staff, on the other hand, teachers are guided by cooperation and interaction with parents and their closest social institutions.

Cooperation involves communication on an equal footing, where no one has the privilege to specify, control, evaluate. Interaction is a way of organizing joint activities of different parties in an open environment.

T.I. Alexandrova highlights the internal and external relationships of a preschool educational institution. She refers to the internal cooperation of pupils, parents and teachers. To the external - partnership with the state, school, universities, cultural centers, medical institutions, sports organizations, etc., ensuring the holistic development of a child of preschool age.

Thus, we can conclude that kindergarten plays a huge role in the development of a child's personality. A preschooler, in the normal operation of the institution, the child develops comprehensively and is ready for a further stage of development in his life, ready for schooling.

There are different points of view on the definition of the concept of "school".

The school is an educational institution. Some theorists of pedagogy focus on the development of personality in school, and the school itself is considered as “preparation for adulthood”, other specialists emphasize the educational functions of the school, a number of teachers consider the educational aspects to be the main ones in the school. In reality, the school combines many functions, including those on which the above points of view focus their attention.

There is also a large number of very different classifications of types and kinds of schools. Schools can be maintained at the expense of the state or private individuals and organizations (private schools, non-state educational institutions). According to the nature of the reported knowledge, schools are divided into general education and professional (special); according to the level of education provided - for primary, incomplete secondary, secondary, higher; by gender of students - for male, female, co-education. According to various principles of organization of education and training, the following are distinguished: a single school, labor school(its subspecies is the illustrative school). For children who do not have the conditions for a normal existence and upbringing, boarding schools are being created, for children in need of treatment, sanatorium-forest schools, etc.

Throughout the history of mankind, one of the main issues of pedagogy has been the interaction of “school and life”. Already in primitive society, in preparation for initiation, the main features of the formal school, as it has survived to the present day, are visible: it complements spontaneous, natural, in particular family, socialization. In everyday life, for a growing person to acquire the qualities necessary for him and the community, only practical demonstration and imitation is not enough. To achieve these goals, it is also necessary to communicate and assimilate concentrated, specially selected knowledge; exercises are needed to master complex skills. The selection of the content of school education is determined by its goals and principles, i.e. suggests a meaningful plan or program of education. Education is carried out in the school as an institution that provides contact, communication of a relatively small number of more perfect and experienced people (teachers, educators) with many less perfect and experienced people (students, educators). The content of education is communicated and assimilated through the special interaction of teachers and students - teaching and learning. School education is recognized as successful when it ends with a public demonstration of acquired knowledge and skills - exams.

The tasks of the school are diverse and one can talk about them for a long time. Fomina V.P. sees the most important task of the school in increasing the efficiency of the work of the teaching staff. The clarity of the organization of the educational process and labor protection make it possible to successfully solve the task. It is also important that there be a normal distribution of the load of mental and physical labor, both teachers and students.

So, the school to this day remains an important institution for the socialization of the child, it is here that the “foundation” is laid that will be necessary, and which the child will remember all his life. No wonder they say that school years- the brightest years. Teachers, in turn, have a huge responsibility (no less than parental) for the future of their pupils, they become their second parents and are fully responsible for their safety, including moral.

Thus, from all of the above, we can draw the following conclusions: kindergarten and school are integral parts of the life of every person.

Kindergarten and school are important institutions of socialization in a child's life. In these institutions, the child spends most of his life (almost 18 years), here he receives the largest amount of information, here he gets acquainted with the society of adults, children, peers, with the rules, norms, sanctions, traditions, customs adopted in a particular society. It is in these institutions that the child receives a huge social experience. The child learns to explore the world first together with an adult, and then independently. He makes mistakes, learns from his own mistakes, and since he is in society, he learns from the mistakes of others, also adopting their experience. This is precisely the main goal of these institutions - not to let the child get lost in the society of people, to help him adapt, to push him to independent ways of solving his problems, while not allowing him to be alone with his fears and self-doubt. The child should know that he is not alone in this world, that, if anything, there are people nearby who will help him. That is, it is necessary to convey to the child that “the world is not without good people”, while he must be prepared for failures, because not everything in life develops the way we want. This is a very difficult task, which is why specialists in this field work with children, which is why complex work is necessary for the productive activities of these institutions. After all, when a person, for example, catches a cold, not one doctor works with him, but several at once. So here, only together with the family, society as a whole, the city administration, the state, etc. we will achieve the success we are striving for. It is not necessary to put everything on teachers and educators.

Joint activities of kindergarten and school in work.

Having considered the kindergarten and school, we need to find out how they help the younger student directly. After all, this is the age when the child has just recently graduated from kindergarten and has not yet got used to it, does not know the new rules, the new place, the society of the school. We need to find out how the school solves these problems (if so) and how the kindergarten helps it in this. We are talking about the continuity of education in these institutions.

T.P. Sokolova speaks about this very clearly. The implementation of the principle of continuity between preschool and primary school education is carried out through the coordination of the activities of the teaching staff of the kindergarten and school.

Continuity ensures continuity of development based on the synthesis of the most significant of the stages already passed, new components of the present and future in the development of the child, as Kudryavtseva E.A. says. She also considers several perspectives on the continuity of preschool and primary education. Some scientists believe that continuity should be understood as an internal organic connection of a common physical and spiritual development on the border of preschool and school childhood, internal preparation for the transition from one stage of development to another. Continuity is characterized by them from the side of the dynamics of the development of children, the organization and implementation of the pedagogical process itself.

Other scientists consider the relationship in the content of the educational process to be the main component of continuity. Some characterize continuity in the forms and methods of teaching.

There are studies where continuity is considered through the readiness of children to study at school and adaptation to new living conditions, through promising connections between age lines of development. The authors note that the pedagogical process is an integral system, therefore, continuity should be carried out in all directions, including goals, content, forms, methods, and be realized through the interaction of all professional levels, including the work of a kindergarten teacher, a school teacher, a psychologist of a preschool institution, a psychologist schools, etc.

In 1996 collegium of the Ministry of Education Russian Federation registered continuity as the main condition for the first time continuing education, and the idea of the priority of personal development - as the leading principle of continuity at the stages of preschool - primary school education.

New approaches to the development of continuity between preschool and primary education in modern conditions are reflected in the content of the Concept of Lifelong Education. This strategic document reveals the prospects for the development of preschool - primary education, for the first time the continuity between preschool and primary general education is considered at the level of goals, objectives and principles for selecting the content of lifelong education for children of preschool and primary school age; the psychological and pedagogical conditions under which the implementation of continuous education at these stages of childhood proceeds most effectively are determined. The concept proclaims the rejection of the dictates of primary school education in relation to preschool education, affirms the individualization and differentiation of education, the creation of such an educational and developmental environment where each child feels comfortable and can develop in accordance with their age characteristics.

Today, the existing programs of preschool education are being reviewed in order to exclude from them the repetition of part of the educational material studied at school. Along with this, the development of diagnostic methods serving the continuity of preschool and primary school education is organized.

The concept of continuous education is focused on the relationship between preschool and primary education and involves the solution of the following priority tasks at the stage of childhood:

introducing children to the values of a healthy lifestyle;
ensuring the emotional well-being of each child, the development of his positive worldview;
development of initiative, curiosity, arbitrariness, ability to creative self-expression;
stimulation of communicative, cognitive, game and other activity of children in various types activities;
development of competence in the sphere of relations to the world, people, oneself; inclusion of children in various forms of cooperation (with adults and children of different ages);
formation of readiness for active interaction with the outside world (emotional, intellectual, communicative, business, etc.);
development of the desire and ability to learn, the formation of readiness for education in the main part of the school and self-education;
development of initiative, independence, cooperation skills in various activities;
improvement of achievements preschool development(throughout primary education);
special assistance for the development of qualities that were not formed in preschool childhood;
individualization of the learning process, especially in cases of advanced development or lagging behind.

Modern transformations are aimed at improving the development of children in preschool institutions and ensuring the continuity of preschool and primary school education. In particular, the transformations relate to changes in the content and methods of work, the existing forms of interconnection between kindergarten and school. One of the directions of the relationship between the two educational levels is the provision of high-quality psychological and pedagogical support, which allows not only to overcome the difficulties that arise in the learning process, but also to prevent them. These most important tasks can be successfully solved in the conditions of versatile interaction between the kindergarten and other educational structures, if the preschool institution acts as an open educational system ready for dialogue with the school and the public.

In the practice of many preschool institutions and schools, productive forms of cooperation have developed, the implementation of programs and plans to prepare preschoolers for systematic schooling. Very effective are such forms of interaction between the kindergarten teacher and the teacher as mutual acquaintance with the programs, attending open lessons and classes, familiarization with the methods and forms of work, thematic conversations about the age-related characteristics of the child's development. The links between the kindergarten, school, other institutions, and family are also very important:

cooperation with methodical office;
joint participation in pedagogical councils and seminars;
visiting children of the preparatory group of the kindergarten of the first grade;
cooperation with the family through interaction with parent committee;
cooperation with psychological and pedagogical consultation and medical workers.

These types of work are focused on ensuring the natural transition of a preschooler from kindergarten to school, pedagogical support for a new social situation, assistance in socialization, assistance to the family in cooperation with the child, when the child enters school.

The kindergarten teacher and the school teacher introduce each other to the specifics of planning educational work in kindergarten and thematic lesson plans at school. This determines the necessary level of development that the child must reach by the end of preschool age, the amount of knowledge and skills that he needs to master reading, writing and mathematical knowledge.

A visit by a teacher to lessons at school, and by a teacher to classes in kindergarten, allows you to get acquainted with the situation and organization of the life and education of the child, exchange experiences, find the best methods, techniques and forms of work. So, based on the analysis of open lessons, kindergarten teachers can offer first grade teachers ways to use game methods and visual aids in teaching, contributing to a closer educational and methodological continuity between kindergarten and school. Teachers during such visits can exchange information about pedagogical innovations in the periodical press.

In the process of analyzing the results of joint activities, mutual agreements are reached on the most fruitful forms of cooperation that allow teachers to inform each other about the progress of children, difficulties in their upbringing and education, the situation in the family, etc. The educator observes the child for a long time, he can give the teacher detailed information about his personality, qualities, level of development, state of health, interests, individual characteristics, character and temperament. He can also give recommendations on the choice of ways of an individual approach to a new student and his family. Teachers and educators can also develop joint programs, forms and ways of working with families whose children have problems in developing socialization skills.

Forms of experience exchange between older preschoolers and students in the first grade are very important. The kindergarten, together with the school, organizes various events where kindergarten pupils and students meet. Such meetings actualize their curiosity, increase their interest in school and social phenomena. Future first-graders learn from schoolchildren how to behave, manners of conversation, free communication, and schoolchildren learn to take care of their younger comrades.

So, making a conclusion on all of the above, we can say that the school and kindergarten are two related links in the education system, and their task is to provide high-quality psychological and pedagogical support that allows not only to overcome the difficulties that a child has, but also to ensure their prevention. . Here, it is important to organize timely assistance from medical workers and a children's clinic, corrective psychological assistance to a kindergarten and school, mobilize efforts and, of course, understanding and cooperation with parents, with the child's family, which is a direct link in working with children. The multifaceted nature of the problem of continuity between kindergarten and school requires a constructive dialogue of all interested social and administrative groups and structures.

Program:

In our time, the problem of the continuity of preschool and primary education is very acute, i.e. joint activities of the kindergarten and the school, as helping the younger student in overcoming problems in socialization, as well as helping the preschooler in overcoming problems when entering school. On the one hand, the state wants the school to produce a comprehensively developed personality, ready for a full-fledged existence in society, on the other hand, as soon as a child enters school, he must forget about kindergarten and “survive” in the new conditions, and here problems arise and with the communication of the child, and with getting used to, and with familiarization with the new environment, new rules and norms.

Purpose: assistance in organizing joint activities of the kindergarten and school within the framework of the family socialization of the younger student.

creation of conditions for the integrated implementation of successive tasks;
ensuring the high quality of the educational process through increasing pedagogical excellence and the level of scientific and theoretical competence of kindergarten and school teachers;
formation of the readiness of a preschool child to study at school;
helping the family to prepare for the new situation that arises when the child enters school.

Line of business:

1. methodical work with teachers and educators;
2. work with children;
3. work with parents.

Criteria for evaluation:

analysis of the results of the educational process;
diagnostics of the level of readiness of a preschool child to study at school;
monitoring children of primary school age to identify developmental problems, including family ones;
work with parents (questionnaires, conversation, cooperation) to identify the microclimate within the family.

Expected results:

1. joint work of kindergarten and school;
2. the readiness of a preschool child for school;
3. full or partial overcoming by a child of primary school age of problems in a new social situation;
4. cooperation of parents with school teachers and kindergarten teachers.

Logistics and staffing:

1) Psychologists of kindergarten and school;
2) Educators and teachers;
3) teacher organizer;
4) parents;
5) school and kindergarten administration.

Grid plan:

№	Event	Month	Responsible
1.	Diagnosis of the initial level of development of preschool children and younger schoolchildren.	September	Teachers-psychologists of kindergarten and school.
2.	Discussion of the succession work plan.	October	School and kindergarten administration, teachers and educators.
3.	Methodological meetings of primary school teachers and kindergarten teachers.	November	Teachers and educators.
4.	Open classes for parents; New Year's fairy tale at school.	December	Teachers, educators and parents, teacher-organizer, preschool children and Jr. pupils
5.	Open day in kindergarten and school.	January–April	Parents are educators.
6.	Consultations-workshops for parents of future first-graders.	February–May	Parents, teachers, educational psychologists.
7.	Excursions of preschool children to school, and younger students spend a holiday in the kindergarten "March 8".	March	Teachers, educators, teacher-organizer.
8.	Participation of children in graduation matinees in kindergarten and school.	April May	Children, teacher-organizer, teachers and educators.
9.	Parent meeting “How ready are our graduates for school”; diagnostics ml. schoolchildren “How do you like school”, analysis of the past academic year.	May	Parents, educational psychologists, school and kindergarten administration.
	Meetings of methodical association; diagnostics of children's readiness for schooling, school of the future first-grader, work analysis.	During a year	School and kindergarten administration, educational psychologists, teachers and educators.

So, we examined the essence of the process of socialization in kindergarten and school and how they help the family and the child as a whole.

1) as expected, kindergarten and school are the most important institutions of the child's socialization, but they are not the main ones, because the family is still the first and most important institution of the socialization of the individual. After all, it is here that the “foundation” of knowledge and skills is laid, which will be useful throughout life. Kindergarten and school play an important role in the development of the child's personality, but only based on the knowledge laid down earlier.

2) education is very important for a developing personality, but it will not be productive if it is directed at one thing or if it is carried out out of time or for everyone equally. To solve these problems, there is a certain program, both at school and in kindergarten, which is responsible for the comprehensive development of the individual, as well as for individual differentiated education and upbringing of children. It is here that it is necessary to say about the continuity of preschool and primary education.

A kindergarten and a school are two institutions where children are educated and brought up, but the age of the children is different. Since, within the framework of our work, the age of a primary school student is considered, and a child at this age still remembers what he was taught in kindergarten and it is difficult for him to switch to new social conditions we see a close relationship between the two institutions. This connection, or in other words cooperation, is necessary both for the development of preschool children and for younger students in the first year of schooling.

Conclusion.

Based on the work done, the following conclusions can be drawn:

1) the goal set by us was achieved, the tasks were completed, and the hypothesis was proved;
2) we considered such concepts as “socialization”, “family socialization”, “primary school age”;
3) we got acquainted in detail with such institutions as kindergarten and school, learned that they can interact and at the same time solve many problems that arise both for teachers and parents when interacting with the child, and for the child himself when preparing and entering school.

Socialization in a person's life is a necessary process of his development, it affects the moral, psychological, communicative, intellectual components of his personality. If we exclude this process from the stages of human development, then there would be no such thing as “society” in the world, a person would be primitive in his needs, desires and interests, and in general, humanity would not develop, but would be at one stage of development - primitive .

Family socialization is one of the types of socialization that a child encounters in the first years of his life.

The family is the first "society" a child enters. Here he adopts the first skills of survival, communication, here the child learns from his mistakes and learns from the experience of his elders. In the family, the child learns what he will need in the future.

A kindergarten is an institution where a child goes immediately after being raised in a family, but at the same time, parents do not stop studying with the child at home. Getting into kindergarten, the child has to adapt to new conditions, to a new society, to new rules of behavior. It reflects very clearly what the child was taught in the family, what is not. The child projects relationships in the family onto relationships with the guys from the group.

A school is an institution that a child enters after kindergarten. Here the same situation arises: a new team, new rules. But a number of other problems also arise here: it is the child's inability to quickly switch from kindergarten to the schoolchild's lifestyle; these may be problems that have not been resolved in the family and kindergarten at any stage of development.

Kindergarten and school are institutions where the child develops and through their interaction it is possible to solve a number of problems faced by parents, teachers, educators and the children themselves. The interaction of these two institutions can lead to beautiful union, and the child will feel comfortable (with individual work) when the teacher knows the approach to everyone, knowing their individual characteristics. Also, the school, through cooperation with the kindergarten, can actively work with parents, because the kindergarten interacts very closely with parents and there is a Parents' Committee.

The cooperation of these three institutions of socialization (family, kindergarten and school) is necessary for the full development of the individual.

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The content of the work of the educator in preparing for school. From the experience of "Preparing children for school

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INTRODUCTION

CHAPTER 1. PROBLEMS AND PROSPECTS OF PREPARING CHILDREN FOR EDUCATION IN SCHOOL

1.1 Preparing for school: goals and objectives of preparing a child for school

1.2 Psychological and pedagogical characteristics of older children up to school age

1.3. Psychological readiness of the child for school

CHAPTER 2

2.1 Program"Humanization of the life of children and adults in a preschool institution"

2.2 The system of preparing children for schooling under the program “I want to know everything” (from the experience work of preschool educational institution No. 24 Volsk)

CONCLUSION

BIBLIOGRAPHY

APPENDIX

INTRODUCTION

There are many works in the domestic literature, the purpose of which is to study the problem of preparing children for schooling: V.V. Davydov, R.Ya. Guzman, V.V. Rubtsov, G.A. Zuckerman, etc.

The problems of diagnosing children entering school were dealt with by L.A. Wenger, V.V. Kholmlvskaya, D.B. Elkonin and others.

The problem of children's readiness to study at school is not only scientific, but, first of all, a real-practical, very vital and acute task that has not yet received its final solution. And a lot depends on its decision, ultimately, the fate of our children, their present and future.

The theme of our thesis is "The system of work of a kindergarten teacher in preparing a child for school."

The relevance of the problem associated with the psychological preparation of preschool children for schooling is undeniable. At all stages of the development of pedagogical science, this problem is discussed from different angles and with different depths.

Object of research: children of preschool age.

Subject of study: the system of work of a kindergarten teacher in preparing a child for school.

The process of preparing children for school in a preschool educational institution.

The purpose of the study: to study the theoretical and practical aspects of the problem of preparing preschool children in a preschool educational institution for schooling.

The goal predetermined the need to formulate and solve the following research tasks:

- to show what main ways and means of preparing a child for school exist at the present time;

- to consider the goals and objectives of preparing the child for schooling;

- to characterize the psychological readiness of children for schooling;

- describe the system of preparing children for schooling under the program "I want to know everything" on the basis of preschool educational institution No. 24 in Volsk.

To solve the tasks set, a set of research methods was used:

- theoretical - analysis of psychological and pedagogical literature on the issue;

- empirical - observation, conversations, questioning, practical experience.

Theoretical significance of the diploma work: the theoretical foundations of preparing children for school are clarified.

The practical significance of the thesis: the possibility of widespread use of research results in educational activities of the preschool educational institution in order to improve the quality of preparation of children for school.

The structure of the thesis is determined by the purpose and objectives of the study and includes: an introduction, two chapters, a conclusion, a list of references and applications.

The base of the study is preschool educational institution No. 24 in Volsk, Saratov region.

Chapter 1. PROBLEMS AND PROSPECTS OF PREPARING CHILDREN FOR EDUCATION IN SCHOOL

1.1 Preparing for school: goals and objectives of preparing a child for school

Currently, there are three ways to prepare a child for school:

- in a preschool educational institution (DOE);

- in other educational institutions (non-state educational institutions, preparatory classes of schools, creative centers, studios);

- in a family environment.

According to many researchers, in kindergarten the child is in optimal conditions for his mental and mental development: this is a properly organized daily routine, and the presence of numerous contacts with peers and adults (caregivers), and specially organized classes in preparatory groups.

According to experts, the formation of the child's physical readiness can be well placed in other educational institutions, where the child is supposed to visit various sports sections and circles. However, not all parents have the opportunity to take their child to such classes.

However, many respondents are convinced that the formation of a child's personal readiness both in other educational institutions and in family conditions is possible at a high level (73% and 80% of respondents, respectively).

To prepare older preschoolers for schooling is one of the main tasks of educators and psychologists. However, the volume of knowledge in those programs that prepare for school in kindergartens often significantly exceeds what is required in the first grade of school.

Long-term observations show that the difficulties that most children have in the first grade are a natural and natural result of one-sided preparation for school, and their causes are rooted in preschool childhood.

Constant conversations, stimulation of cognitive interests, excursions to school and discussion of what they saw in kindergarten and at home will help children imagine their school future more realistically. (see annex 1)

However, one cognitive motivation for successful schooling is also not enough, psychological readiness is necessary. The simplest test of psychological readiness can be carried out by an educator, a psychologist or the parents themselves.

Find out if the future student can

- do one thing (not necessarily interesting) for 20-30 minutes, or at least sit still for this time;

- correctly understand the simplest tasks from the first time - for example, draw a man (and not just a person, a princess, a robot, or whatever you want);

- act exactly according to the model (for example, draw a simple drawing without replacing details, without using other colors);

- act in a given rhythm and pace without errors for 4-5 minutes (for example, draw a simple geometric pattern in a notebook in a box under the dictation of an adult: “circle - square, circle - square”, and then independently, but at the same speed) ;

- navigate in terms of more - less, earlier - later, first - then, the same - different;

- memorize short poems.

If the parents still send the baby, who is not yet psychologically ready for school, to a lyceum or gymnasium, then everything possible must be done to ensure a sparing regime (small class, individual approach, good rest).

In general, regardless of the level of mental, physical and emotional development of the child, it is important to maintain his self-confidence and provide him with emotional comfort. Happy children learn better, adapt to new conditions faster, and it is much easier for adults to work with them.

Preparing a child in a preschool municipal educational institution is preferable. This means that every child should, if possible, receive this training in the conditions of a preschool educational institution.

1.2 Psychological and pedagogical characteristics of children of senior preschool age

In this paragraph, we consider the psychological and pedagogical features of children of senior preschool age.

At the age of six, the most significant personality neoplasms of this age can be distinguished: the subordination of motives and, no less important, the ability of imagination as the basis of a creative attitude to activity, life and oneself.

Senior preschool age is a stage of intensive mental development. It is at this age that progressive changes occur in all areas, from the improvement of psychophysiological functions to the emergence of complex personality neoplasms.

Similar age patterns are observed in the process of memory development. Memory in older preschool age is involuntary. The child remembers better what is of greatest interest to him, gives the best impressions.

1.3 Psychological readiness child To school

Readiness for school is a complex set of certain psychophysical states, skills, abilities and health of the child.

I. Shvantsara singles out the mental, social and emotional components as components of readiness for schooling.

The problem of readiness for school includes pedagogical and psychological aspects. In this regard, pedagogical and psychological readiness for school is singled out.

The problem of psychological readiness for schooling is widely developed in the works of domestic and foreign psychologists (L.I. Bozhovich, A.L. Wenger, G. Witzlak, N.I. Gutkina, E.E. Kravtsova, N.G. Salmina, Y (Jirasek, D.B. Elkonin, etc.)

The following are distinguished as the main components of psychological readiness for schooling: personal readiness, development of an arbitrary sphere (volitional readiness) and intellectual readiness.

With such an attitude towards the teacher, children are able to behave in the classroom in accordance with school requirements: not to be distracted, not to start conversations with the teacher on extraneous topics, not to throw out their emotional experiences, etc.

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1.1 Preparing for school: goals and objectives of preparing a child for school