FGOS to continuity of work experience. Continuity of kindergarten and school within the framework of the implementation of the Federal State Educational Standard

The processes of modernization of education require a rethinking of its content and implementation in the context of federal state educational standards (FSES). Today it is very important that these documents work, and the continuity of preschool and primary education is carried out in accordance with the ideas that are reflected in the Federal State Educational Standard for preschool and primary general education.

The adoption of the Federal State Educational Standards (FSES) for preschool and primary school education is an important stage in the continuity of the activities of kindergarten and school and the prospects for improving the quality of education in the holistic education system.

The Federal State Educational Standard protects us from understanding the continuity between kindergarten and primary school as continuity in academic subjects and in what knowledge, abilities and skills we should give children in kindergarten and with what knowledge the school should receive them.

CONTINUITY is understood as the consistency and preservation of goals, objectives, methods, means and forms of training and education.

At the present stage (in connection with the introduction of the Federal State Educational Standard), there has been a shift in emphasis in understanding a child’s readiness to study at school from intellectual to personal readiness, which is determined by the formed “internal position of the student” (the child’s ability to take on a new social role as a student). The focus is on the formed cognitive motives for learning, that is, the child’s conscious desire to learn, to learn something new, based on the knowledge already acquired. Thus, for a modern first-grader, it becomes important not so much to possess a cognitive tool, but to be able to consciously use it. New views on the upbringing, training and development of children, outlined in the Federal State Educational Standard, require a new approach to the implementation of continuity between kindergarten and school, the construction of a new model of a modern preschool educational institution graduate, who will have the prerequisites for educational activities that ensure the success of learning at subsequent stages of education .

The Federal State Educational Standard for Education is aimed at ensuring the continuity of the basic educational programs of preschool and primary general education. The standard requirements for the results of mastering the Preschool Education Program are presented in the form of targets for preschool education. The target guidelines act as the basis for the continuity of preschool and primary general education and assume the formation of prerequisites for educational activities in preschool children at the stage of completing their preschool education.

It is important to develop modern unified approaches to the organization and content of the educational process, which will ensure the continuity of the educational process.

A comparison of the Federal State Educational Standards for non-educational education and the Federal State Educational Standards for Preschool Education shows the presence of prerequisites for the implementation of continuity of preschool and primary education.

There is a need at this transitional stage: to specify the target guidelines in the “Portrait of a Preschool Education Graduate”, to preserve the accumulated experience in the continuity of the preschool educational institution and the school in order to:

already in kindergarten they were able to predict the problems that a child might have at the beginning of education and worked on them;
Primary school had enough information about the child, about the strengths and weaknesses of his personality.

MBDOU “DS No. 7” has been cooperating with MBOU “Secondary School No. 12” for many years. The goal of our work is to create conditions to ensure easy adaptation and emotional well-being of each child to a new stage of life. Today, traditional forms of work have already emerged that help teachers develop the importance of the child’s development process and help maintain children’s health.

This direction involves cooperation between kindergarten teachers, schools and parents. The work includes a joint discussion of the opinions of preschool teachers and primary school teachers on the problems of development and training of pupils and students, the success of school adaptation of preschool educational institution graduates - as a result of successive connections. Conducting parent meetings on preparing children for school, open lessons and activities to demonstrate pedagogical approaches to working with first-graders and sharing experiences, open classes in the kindergarten preparatory group for primary school teachers, followed by joint analysis and discussion, joint holidays, sports entertainment “Heroic nursery rhymes”, “Winter fun”, etc. The traditional way for future first-graders to get to know the school is through excursions of preparatory group students around the school. Conversations and meetings are held with school students who attended preschool education.

As a result of such joint activities of kindergarten and primary school teachers, their mutual understanding is achieved. Based on the results of conversations with parents and feedback from teachers, kindergarten graduates are mastering the program well; their level meets the requirements for preschoolers, the preparation of children for school is assessed as good.

Our team was prompted to create the Project by searching for points of contact between preschool educational institutions and schools in terms of continuity in the new conditions for the implementation of the Federal State Educational Standard for preschool education and public educational institutions.

The goal of the innovative project is to create and test the effectiveness of a model of successive connections between preschool educational institutions and primary schools in the context of the introduction of the Federal State Educational Standard for Educational Education.

The objectives of the innovative project are aimed at:

1. Study and analysis of existing experience in the implementation of the Federal State Educational Standard of NEO (achievements, problems, prospects).

2. Formation of a package of regulatory, legal, educational and methodological bases in preschool educational institutions in accordance with the Federal State Educational Standard for preschool educational institutions.

3. Establishing the level of successive connections between the Federal State Educational Standards of the Secondary Educational Institution and the Non-Governmental Educational Institution.

4. Providing conditions for a smooth, stress-free transition of children from play to learning activities.

5. Development and coordination with the elementary school of a graduate model in accordance with the Federal State Educational Standard.

6. Increasing the pedagogical competence of parents on the issue of preparing children for school.

Tasks of the first stage:

1. Conduct an analysis of the resource capabilities of the educational institution (personnel, methodological, material and technical, financial) to implement the tasks of innovation activities.

2. Develop a program for an innovative project and identify its participants.

3. Develop normative and legal documentation regulating the activities of preschool educational institutions (“road map” for the introduction of the Federal State Educational Standard), forms of agreements with parents, job descriptions of teachers and employees, etc.).

4. Organize positive motivation of participants in the innovation project to implement the assigned tasks, develop and agree on their functional responsibilities.

5. Conduct information work related to familiarizing the teaching community with the goals, progress and results of the first stage of the innovation project.

6. Develop a model of a preschool education graduate in accordance with the Federal State Educational Standard for preschool education and non-preschool education.

Second stage tasks:

1. Conduct a reflective analysis of the progress of the first stage of implementation of the innovative project, seminars, round tables, conferences for the exchange of work experience to identify difficulties and timely correction.

2. Make adjustments to the documentation regulating the activities of preschool educational institutions to introduce the Federal State Educational Standard for preschool education.

4. Conduct a city seminar demonstrating the experience of preschool educational institutions in this area.

Objectives of the third stage:

1. Summarize the experience of ensuring continuity between preschool educational institutions and primary schools (presentations, master classes, reports, publications) at the municipal and regional levels.

Continuity program between preschool and primary schools.

Expected Result:

The project is aimed at improving the quality of preschool education in the context of the implementation of the Federal State Educational Standard, namely: the developed Program of Continuity between pre-school educational institutions and primary schools, which will contribute to the successful adaptation and socialization of the child at the first stage of schooling in the conditions of the implementation of the Federal State Educational Standard for pre-school education and non-preschool education.

Work on organizing continuity should be carried out by teaching staff of preschool educational institutions and schools jointly and systematically. Only the interest of both parties and parents will truly solve the problem of continuity of preschool and primary education, making the transition from preschool to primary school painless and successful, because establishing connections and creative cooperation between kindergarten and primary school is a necessary condition for successfully solving the problems of preparing children for school, continuity in the system of lifelong education for the implementation of the Federal State Educational Standard.

In our understanding, a kindergarten is the foundation of education, and a school is the building itself, where the development of educational potential and the basic culture of the individual take place.

The continuity of preschool educational institutions and schools is a special, complex connection. It implies a transition from one stage of education to another, which is carried out with the preservation and subsequent gradual change of content, methods, forms, as well as technologies of education and training.

Specifics

The continuity of preschool educational institutions and schools is carried out according to certain principles. Compliance with them is extremely important, because we are talking about a process aimed at preserving the values of childhood in young students and the parallel formation of fundamental personal qualities.

Nowadays, questions related to this topic are especially relevant. Since more modern, amended state requirements (FSES) are now being imposed. They must necessarily correspond to continuity between the preschool educational institution and the school.

The Federal State Educational Standard of our time focuses not on the intellectual readiness of children to receive primary and secondary education, but on the personal one. It is determined by the child’s ability to take on a new role as a student. If he is ready to move to a new, qualitatively higher stage of his development, it means that he has already formed the so-called internal position of a schoolchild. It is easy to determine the presence of this “rod”. If a child experiences a conscious desire to learn, to learn something new, he has it.

Preparation for school

This is the main task of every preschool educational institution. The main goal of each providing institution is to prepare their students for entering school. Teachers are obliged to provide children with equal starting opportunities for subsequent education. This is spelled out in the Federal State Educational Standard. Kindergarten should influence the initial formation of the child’s personality and give him skills that will help him master school programs with relative ease in the future.

This is usually achieved by introducing preschool education models, which in their specificity are very similar to programs implemented in grades 1-2. And this is no coincidence. After all, the continuity of preschool educational institutions and schools is a continuous process of development, education and upbringing of a child. Children, coming from kindergarten to first grade, should not feel a sharp change in the so-called microclimate and the requirements placed on them. However, pupils of good preschool educational institutions and their parents do not face such a problem. Because in modern children's classrooms, teachers are engaged in creating the prerequisites for educational activities in children.

Development process

Considering the problem affecting the continuity of preschool educational institutions and schools, one cannot fail to note how exactly children are comprehensively prepared for their further education.

Highly qualified kindergarten teachers pay the most attention to the development of the child’s activity and intellectual development. Mostly productive teaching methods are used: knowledge is not transferred in a ready-made form, students master it themselves, in the process of activities organized by the teacher. This not only teaches them to think, reflect and obtain information, but also develops communication skills. The ability to communicate, build a dialogue, express your guesses and justify them are some of the most important

Also, preschool teachers devote a lot of time to developing children’s attention, memory, visual-effective, logical and figurative thinking. In the future, this will help them more easily master the methods of comparison, analysis, generalization and synthesis.

In addition to the above, the program of continuity between preschool educational institutions and schools necessarily includes classes on developing learning motives in children. At an early stage, future students must realize that studying is an important, socially significant matter. The teacher is obliged to help them see the need for education. This is usually done by awakening their interest in certain subjects and in acquiring knowledge in general. This not only creates children’s desire to go to school, but also develops curiosity and mental activity.

Cooperation between institutions

The continuity of preschool educational institutions and schools under the conditions of the Federal State Educational Standard is impossible without the cooperation of educational institutions. Typically, their points of contact are based on three main directions.

The first is to agree on the objectives and goals of succession. The second direction involves the selection of educational content for children. It necessarily takes into account the principles of continuity of education and the psychological and pedagogical conditions for their implementation in accordance with the Federal State Educational Standard. The third aspect, in turn, is to enrich the organizational methods and forms of education both in preschool educational institutions and at school.

This interconnection of institutions is very important. The continuity of preschool educational institutions and primary schools can be carried out in various forms. One of the most popular ways is to conduct excursions for kindergarten students. Future students get the opportunity to plunge into the school atmosphere, sit at their desks, get acquainted with the library, sports and assembly halls, canteen, and labor rooms. But what brings them the most impressions and joy is visiting “lines” on the occasion of Knowledge Day.

In addition, the succession plan between the preschool educational institution and the school implies cooperation between educators and teachers. It is useful for teachers to attend each other's open lessons. Indeed, in their process, not only aspects of continuity are established, but also uniform requirements for kindergarten graduates are determined.

Goals

The main task of succession is to implement a single line of development of the child. The process begins in kindergarten, after which it continues in primary school.

Preschool teachers face several main tasks. They will have to introduce pupils to the values of a healthy lifestyle, as well as ensure their emotional well-being, contributing to the development of their positive sense of self. Preschool teachers are also required to develop in children curiosity, initiative, arbitrariness and the ability for creative self-expression.

It is also important to make the process of developing knowledge about the world around us and stimulating gaming, cognitive and communicative activity as fruitful as possible. And, of course, educators are obliged to contribute to the development of competence in children in relation to themselves, to the world and to other people. Already at the stage of preschool education, future schoolchildren should learn the basics of cooperation with adults and peers.

In the future, teachers of the educational institution work with children in the same directions. This is where the continuity between preschool educational institutions and primary schools is manifested. Children already consciously accept the values of a healthy lifestyle and begin to make their first attempts to regulate their behavior in accordance with them. Teachers help realize their willingness to actively interact with the world around them, their ability and desire to learn and improve. The improvement and development of such qualities as independence and initiative continues. And all this, of course, is accompanied by the provision of knowledge on the subjects studied and the established educational program.

Other methods of implementing continuity

There are quite a lot of them, as mentioned above. But if you attend a seminar on the continuity of preschool educational institutions and schools, you can understand that the best forms of its implementation relate to working with children. In addition to excursions to an educational institution, it helps to introduce pupils to its teachers and students. Children also attend adaptation courses, which are organized at the school. They are usually carried out by psychologists, speech therapists, social workers, music directors, etc.

Thematic exhibitions of crafts and drawings are also often organized. The process of creating them not only develops creativity and imagination, but also inspires students to fantasize about their school future. The same can be said about the organization of performances and thematic scenes.

It is also extremely important. Without it, continuity in the work of preschool educational institutions and schools is not possible. After all, it is parents who know the characteristics of their child, which can greatly help educators in the process of organizing the educational process. That is why meetings are held in which parents, kindergarten teachers and school teachers take part. Question and answer evenings, conferences, and open days are often organized. Testing and questionnaires for parents are practiced, helping to study the well-being of the family in anticipation of their child’s school future.

Physical training

This is the most important aspect, which includes the continuity of the preschool educational institution and the school. The Federal State Educational Standard and Article 29 of the Convention on the Rights of the Child say that the education of children must be aimed at strengthening their health and developing physical abilities to the maximum extent. And this is really important. Today, the health status of the younger generation is one of the most pressing issues in society and the state. According to statistics from the Research Institute of Hygiene and Health Protection, over the past few years the number of physically disabled children has decreased by 5 times.

In this context, the principle of continuity is implemented in the creation of an environment that is favorable for the socio-psychological, emotional, mental and physical development of health. One of the most important tasks of preschool educational institutions is to develop the sports capabilities of children. Pupils entering first grade are required to have basic physical fitness and also be able to perform basic movements (climb, jump, run, squat, etc.). Teachers should instill in children a basic understanding of physical education activities. Otherwise, after entering school, it will be difficult for students to cope with the demands of the sports program.

Emotional development

Without it, continuity in the work of preschool educational institutions and schools is also impossible. Everyone knows how important aesthetic, ethical and cultural development is. Without it, it is impossible to become a moral person with values. From an early age, children should receive ideas about themselves, their family and its importance, about society and the state, nature and the world. Preschool teachers should familiarize them with traditions, customs, and holidays. It is important to convey to them the meaning of family responsibilities, as well as such concepts as mutual respect, mutual assistance, love, mercy.

Also, educators should contribute to the development of creative abilities, which will actively continue at school. Music, choreography, visual arts, and poetry classes are required. It is in these types of activities that the child begins to develop his own ideas and plans, which he subsequently realizes in stories, drawings, movements, and songs. In addition, creativity helps to express oneself even at the age of 5-6 years.

Problems

The most important conditions for the continuity of preschool educational institutions and schools were listed above. I would also like to note some problems that arise during the implementation of the mentioned program.

The main one is the imposition of excessive demands on children. Educators and parents want to see them reading, being able to solve problems, write stories, draw, sing, dance, etc. The desire to teach all of the above turns going to kindergarten into a real job for kids.

Moreover, many preschool educational institutions, to please parents, begin to follow the program of primary rather than preschool education. But only non-professionals do this. Real, highly qualified teachers implement a program that is appropriate for the age and development of children. And they are able to convey to parents the need for this. Children should be taught what they are able to learn due to their age and skills. Only in this case will it be beneficial.

What should a kindergarten graduate be like?

This is also worth talking about briefly. As can already be understood, continuity with a school in a preschool educational institution is a complex and multifaceted process. Everything that it includes is aimed at the development of the child. It is not surprising that there is a standard “portrait” of a kindergarten graduate.

A child completing preschool education must be physically and intellectually developed. He must have basic cultural and hygienic skills and experience the need for physical activity, which is normal for this age. He must be curious, interested in the unknown, ask adults questions, and love to experiment.

The child is also emotional and responsive, knows how to empathize, appreciates musical and artistic works at his own level, and is interested in the natural world and animals. And, of course, a kindergarten graduate must master the means of verbal and nonverbal communication. Constructing dialogues does not cause him problems, and he also knows how to negotiate and interact. He is also quite balanced and knows how to control his behavior.

If the child corresponds to this description, it means that he is completely ready to enter school, and getting used to the new environment and regime will not cause him any special problems. The adaptation process will go smoothly thanks to the succession program.

Natalia Ivanova

Admission to school- a turning point in the life of every child. The beginning of schooling radically changes his entire lifestyle, presenting the child with new rules and requirements. Which you need to adapt and get used to.

It should be emphasized that the problem of a child’s readiness for school has always been relevant. Currently, the relevance of the problem is determined by many factors. Modern research shows that 30-40% of children enter the first grade of a public school unprepared for learning, that is, they have insufficiently developed the following components of readiness: social, psychological, emotional-volitional. The successful solution of problems in the development of a child’s personality, increasing the effectiveness of learning, and favorable professional development are largely determined by how accurately the level of readiness of children for schooling is taken into account.

The purpose of the project is to create and test the effectiveness of a model of successive connections between preschool educational institutions and primary schools in the context of the introduction of the Federal State Educational Standard for Education.

The objectives of the project are aimed at:

1. Study and analysis of existing experience in the implementation of the Federal State Educational Standard of NEO (achievements, problems, prospects).

3. Establishing the level of successive connections between the Federal State Educational Standards of the Secondary Educational Institution and the Non-Governmental Educational Institution.

4. Providing conditions for a smooth, stress-free transition of children from play to learning activities.

5. Development and coordination with the elementary school of a graduate model in accordance with the Federal State Educational Standard.

6. Increasing the pedagogical competence of parents on the issue of preparing children for school.

The main forms of work with schools in preschool educational institutions:

Concluding an agreement between the kindergarten and the school to ensure continuity;

Drawing up a project for joint activities to ensure continuity;

Mutual visits of specialists from preschool educational and general education institutions;

Carrying out joint events (joint sports events, entertainment, etc.);

Conducting PMPK meetings with the participation of kindergarten and school specialists.

Work with children:

School excursions

Visiting the school library, school museum

Acquaintance and interaction of preschoolers with teachers and primary school students;

Participation in joint educational activities, game programs;

Exhibitions of drawings and crafts;

Joint holidays and competitions.

Expected Result:

Work on organizing continuity should be carried out by teaching staff of preschool educational institutions and schools jointly and systematically. Only the interest of both parties and parents will truly solve the problem of continuity of preschool and primary education, making the transition from preschool to primary school painless and successful, since establishing communication and creative cooperation between kindergarten and primary school is a necessary condition for a successful solution tasks of preparing children for school, continuity in the system of lifelong education for the implementation of the Federal State Educational Standard.

Publications on the topic:

Analysis of the developing subject-spatial environment of a kindergarten in accordance with the requirements of the Federal State Educational Standard Analysis of the developing subject-spatial environment of a kindergarten. The current situation in the development of the education system of the Russian Federation.

Maps of individual development of children 2–3 years old in accordance with the Federal State Educational Standard before and the program “From birth to school” The content of psychological and pedagogical work with children 2-3 years old is given in educational areas: “Social and communicative development”, “Cognitive.

Maps of individual development of children 5–6 years old in accordance with the Federal State Educational Standard before and the program “From birth to school” The content of psychological and pedagogical work with children 3-4 years old is given according to educational areas: “Social and communicative development”, “Cognitive.

Portfolio of a kindergarten teacher in accordance with the Federal State Educational Standard for Education. Arslanova Lyudmila Filippovna 01/07/1968 R. Education: secondary specialized education, graduated from the Abakan Pedagogical College, majoring in education.

As part of the continuity between the kindergarten and the school, preschoolers of preparatory group “G” “Merry Leopards” invited a student to visit.

Continuity of kindergarten and school within the framework of the implementation of the Federal State Educational Standard Continuity of kindergarten and school within the framework of the implementation of the Federal State Educational Standard. Introduction and adoption of new Federal State Educational Standards.

Municipal state educational institution

"Yangelevskaya secondary school"

PROBLEM GROUP

"School + kindergarten"

REPORT

Continuity

kindergarten and primary school

in terms of implementation

Federal State Educational Standard

Prepared by:

head of PG

primary school teacher

Menshikova T.M.

Yangel village, 2016-17 academic year G.

Continuity of kindergarten and primary school in the context of the implementation of the Federal State Educational Standard

Slide 2.

“School learning never starts from scratch, but always relies on a certain stage of development completed by the child.”

L. S. Vygotsky

The kindergarten should become the foundation, and the school the building.

Slide 3.

Preschool development and education of children, like the first years of primary education at school, is an important period for the child, when the foundations of knowledge are laid.

The school and kindergarten do everything possible to ensure that children’s education is structured not only correctly, but also interestingly.

School and kindergarten are two adjacent links in the education system. Success in school education largely depends on the quality of knowledge and skills formed in preschool childhood, on the level of development of the child’s cognitive interests and cognitive activity, i.e. on the development of the child’s mental abilities.

The task of the Federal State Educational Standard is to teach children to learn independently

Slide 4.

The Federal Law “On Education in the Russian Federation” notes that educational programs of preschool education are aimed at achieving the necessary and sufficient level of development for children to successfully master educational programs of primary general education.

The Federal State Educational Standards for Additional Education and the Federal State Educational Standards for Non-Educational Education are based on a single theoretical basis -system-activity approach , which involves the education and development of personality traits, the formation of readiness for self-development and continuous education; active cognitive activity of children; construction of the educational process taking into account the individual age, psychological and physiological characteristics of students.

Slide 5.

If we pay attention to the substantive aspects of the project of the Federal State Educational Standard for preschool education and the Federal State Educational Standard for primary general education, we will be convinced of the existence of continuity between the areas at the preschool level and at the primary school level.

Five educational areas, indicated in the draft Federal State Educational Standard have a direct projection onto the subjects of the main educational program of the non-governmental educational institution.

Slide 6.

One of the most important tasks is the creation of a unified educational process connecting preschool and school years.

Preschool education

Elementary education

Knowledge, abilities, skills in educational fields and in the process of mastering different types of activities.

Subject results

(knowledge, abilities, skills).

Universal prerequisites for educational activities: the ability to listen and hear, bring what you start to the end, accept criticism, etc.

Meta-subject results (school-significant functions): fine motor skills, auditory and visual perception, ability to negotiate, set goals, etc.

Characteristics of motivational development (desire to learn, go to school).

Emotional volitional development, moral development (to endure, to do things that are not what I want).

Personal results: loss of childish spontaneity, formation of adequate behavior, development of independence and personal responsibility for one’s actions, development of cooperation skills...

Slide 7.

DIFFERENCES between Federal State Educational Standards and Non-Governmental Educational Institutions

The results of mastering general education preschool education are targets, are not subject to direct assessment and are not the basis for comparison with the actual results of children.

The development of special versions of the standard for children with disabilities is not provided.

The qualifying nature of education: the final assessment of the achievement of the results of mastering the general education educational program - the basis for transfer to the next level.

The results of mastering OEP NEO: personal (not subject to individual assessment), meta-subject (UDD) and subject are subject to intermediate and final individual assessment.

The development of Federal State Educational Standards for children with disabilities is underway (depending on the nature and severity of the violations).

Slide 8.

Continuity of results of subsidiaries and non-profit organizations: from targets
to universal learning activities (UAL)

Results of mastering OOP DO formulated as targets and are not subject to direct assessment and are not a basis for comparison with the actual results of children

Results of mastering OOP NOO: personal (not subject to individual personalized assessment, meta-subject (universal learning activities) and subject results are subject to intermediate and final individual assessment)

Mastering the Program at a preschool educational institution is not accompanied by intermediate certifications and final certification of students.

Slide 9.

Slide 10.

Slide 11

Slide 12

Slide 13.

An important role in ensuring effective continuity of preschool and primary education is played by coordination of interaction between the teaching staff of preschool educational institutions and schools.

To solve the problem of continuity, the School + Kindergarten PG was formed

We will carry out work on continuity between the kindergarten and the school in three main areas:

methodological work with teachers (familiarization with the Federal State Educational Standards requirements for a graduate, discussion of the criteria for a “graduate portrait”, search for ways to resolve them,study and exchange of educational technologies used by preschool and school teachers and etc.);

work with children (introducing children to school, teachers, organizing joint events);

Slide 17

Conclusion:

New views on the upbringing, training and development of children require a new approach to the implementation of continuity between kindergarten and school, the construction of a new graduate model, which will ensure the continuity of the educational process.

Slide 18

The problem of continuity can be successfully solved through close cooperation between kindergarten and school.
Everyone will benefit from this, especially children.
For the sake of children, you can find time, energy and means to solve the problems of succession.

Slide 19

Expected results:

Ensuring the child's success in the initial stages of education.

Reducing the percentage of first-graders with a high level of maladaptation to school learning.

Positive dynamics of mastering basic general education programs by each child.

General positive dynamics of children's mental and physical health.

Motivational readiness of children to learn at school.

Creation of a system of continuity between preschool educational institutions and schools as a necessary condition for lifelong education.

Continuity between preschool and primary school

under the conditions of the introduction of the Federal State Educational Standard

CONTINUITY is understood as the consistency and preservation of goals, objectives, methods, means and forms of training and education.

It is important to develop modern unified approaches to the organization and content of the educational process, which will ensure the continuity of the educational process.

already in kindergarten they were able to predict the problems that a child might have at the beginning of education and worked on them;

Primary school had enough information about the child, about the strengths and weaknesses of his personality.

MBOU Secondary School with Chishma has been cooperating with the preschool educational institution branch for many years. The goal of our work is to create conditions to ensure easy adaptation and emotional well-being of each child to a new stage of life. Today, traditional forms of work have already emerged that help teachers develop the importance of the child’s development process and help maintain children’s health.

This direction involves cooperation between kindergarten teachers, schools and parents. Since 2012, the Ministry of Education of Preschool Teachers has merged with the School of Education of Primary Schools. Work includes joint discussionopinions of preschool teachers and primary school teachers on the problems of development and training of pupils and students, the success of school adaptation of preschool educational institution graduates - as a result of successive connections. At the meetings of the Ministry of Education, issues related to improving the quality of knowledge and the state of subjects taught in primary schools are discussed. Members of the Moscow Region improve their creative skills through open classes. Lessons are prepared by teachers and educators in areas of interest, a discussion takes place of what is seen, the best elements of the methodology used by teachers and educators are recorded by all teachers and taken into account during one of the MO meetings.

The traditional form of preparing future first-graders for school is classes conducted by a primary school teacher during the period of preparation for passing the PMPK. Organizing such classes solves a number of problems:

facilitate the natural process of getting to know the school and create a favorable atmosphere that allows future first-graders and the teacher to better understand each other.

Develop interest in learning at school;

In a playful way, introduce children to the rules of work in the lesson, give them the opportunity to gain new impressions.

Identify the primary knowledge of future first-graders, determine the starting capabilities of children

Provide an opportunity to gain new impressions, gain experience communicating with each other, and develop the skill of educational cooperation.

Conversations and meetings are held with school students who attended preschool education. Parent meetings are organized to discuss preparing children for school and introducing them to the Planet of Knowledge educational complex.

Application

Work plan for the succession of MBOU secondary school from Chishma and the DG branch for the 2015-2016 academic year.

Strategic idea:

ensure a high level of personal development;

Priority areas for primary school:

developing the ability to learn in children, creating conditions under which learning becomes a benefit for the child, the main form of self-expression;

Priority areas for preschool institutions:

early development of a complex of personal qualities and properties that ensure an easy, natural transition of the child to school;

The main objective:

implementation of a single line of general development of the child, i.e. spiritual, mental and physical at the stages of preschool and school childhood.

By creating successive connections connecting the upbringing and teaching of children in kindergarten and primary school into a holistic pedagogical process, it is necessary to build it on a unified organizational, methodological, psychodiagnostic and correctional-developmental basis.

Tasks of kindergarten and school

To examine the full personal development, physiological and psychological well-being of the child during the transition period from preschool education to school, aimed at the long-term formation of the child’s personality based on his previous experience and accumulated knowledge.

To form the fundamental personal qualities of the child, which serve as the basis for the success of schooling.

To develop the mental activity of children in mathematics in 1st grade and preparatory group.

Continue to strengthen the physical health of children through the introduction of non-traditional health-saving work technologies.

Continuity plan for kindergartens and schools for the 2015-2016 academic year.

p/p

Events

Deadlines

Responsible

Methodical work

Day of Knowledge;

Discussion of a joint work plan

September

Head teacher

Deputy according to UVR

Introducing preparatory group teachers to the primary school education and training program.

September

Deputy according to UVR

Updated information in the corner for parents of future first-graders;

- Organization of a subject environment for the role-playing game “School”.

October

november

educators

Summing up the adaptation of first-graders;

Analysis of the performance of first-graders during the school year;

January-

May

deputy director of water management,

teachers

Compiling lists of future first-graders

April May

deputy Director of HR

Mutual attendance of classes by primary school teachers in kindergarten and preschool teachers. groups at school:

In the second half of the year:

goal: acquaintance with the level of acquired knowledge, abilities, skills and creative abilities of children.

April

Deputy Director of HR

Teachers beginning classes

Vos-li. preg.gr.

Pedagogical meetings.

Issues for discussion:

Current tasks for creating interest in the learning process and its motivation.

January

Head of primary school education and preschool teachers

Issues of continuity of physical education in preschool educational institutions and schools.

December

Physical education teacher, educators

Attending a pedagogical meeting at the school based on the results of work for 2015 – 2016.

May

Deputy head UVR

Working with parents

Round table “Child on the threshold of school. What does it mean?"

Parent meeting for future first graders

Questioning parents “Your child will soon become a schoolchild”

January

Deputy Director of HR

Educators

Consultations on the results of diagnostics for school education in the preparatory group

January

Vos-whether preg.gr.

Children's readiness for school.

April

Chairman of the PMPK

Parent meetings in pre-school groups with the invitation of primary school teachers.

Parent meetings “Tasks of kindergarten and family in preparing children for school”; “Results of mastering the program by children of the preparatory group for school”

May

Vos-whether preg.gr.

Work with children

Excursion to school for the festive assembly.

September

Educators

School excursions:

Getting to know the gym;

Introduction to the creation of a school;

Introduction to classes (offices);

Getting to know the library.

During a year

Educators

Preparatory classes for future first-graders

November December

Teacher beginning classes

Mutual attendance at New Year's matinees

December

Educators

Thematic exhibitions “What a first-grader should be able to do”; “Going to school is an important event in the lives of children”

February

educators

Exhibition-exchange of children's drawings of children's drawings of preparatory group children and 1st grade students “Children and traffic rules”

Exhibition of works by future first-graders “I draw school”

november

April

Educators,

uch. beginning of classes

Participation of first-graders in the holiday

"Goodbye, kindergarten"

May

teachers, educators,

music leaders