PRE-SCHOOL PREPARATION

Dear parents of future first graders! This page is for you!

Entering school is an extremely crucial moment both for the child himself and for his parents. Practical experience psychological examination of children shows that not all children are fully prepared for a painless and successful entry into educational activities at school.

Realizing the importance of preparing children for school, even months before starting school year you can organize targeted developmental activities with children that will help them in this new stage of life.

Parents can do a lot for a child in this regard.- the first and most important educators.

Psychological readiness for schooling presupposes the following components:

First of all, the child should have a desire to go to school, that is, in the language of psychology - motivation to learn;

Must be formed social position a student: he must be able to interact with peers, fulfill the teacher's requirements, control his behavior;

It is important that the child was healthy, hardy, otherwise it will be difficult for him to withstand the load during the lesson and the entire school day;

He must have good mental development, which is the basis for the successful mastering of school knowledge, skills and abilities, as well as for maintaining an optimal pace of intellectual activity so that the child has time to work together with the class.

Sometimes parents think that if a child can read, write and count before school, then he is guaranteed success. but teaching practice shows that often such children, having easily started their studies, suddenly, quite unexpectedly for their parents, begin to reduce their success.

Why? It is very important that by the time of entering school the child has developed such cognitive processes as attention, memory, thinking, imagination, motor skills.

Here you will find material that will give you an idea of ​​how much knowledge, skills and abilities a child 6-7 years old should have by the time of entering school, will help you determine which abilities of your baby are best developed, which are at a sufficient level, and more work to be done.

Child preschool age possesses truly enormous developmental opportunities and the ability to learn. Help your child develop and realize their potential. Do not feel sorry for the time spent. It will pay off many times over. Your child will cross the threshold of school with confidence, learning will not be a heavy duty, but a joy, and you will have no reason to be upset about his progress.

To keep your efforts effective, use the following tips:

1. Do not let your child get bored during class. If a child has fun learning, he learns better. Interest is the best motivation, it makes children creative individuals and gives them the opportunity to experience the satisfaction of intellectual pursuits.

2. Repeat the exercises. A child's mental development is determined by time and practice. If an exercise does not work out, take a break, come back to it later, or offer your child an easier option.

3. Don't be overly anxious about not making enough progress and not making progress.

4. Be patient, do not rush, do not give your child tasks that exceed his intellectual capabilities.

5. In classes with a child, measure is needed. Do not force your child to exercise if he is spinning, tired, upset; do something else. Try to determine the limits of your child's endurance and increase the duration of the activity for a very short time each time. Give your child the opportunity to do what he likes.

6. Children of preschool age do not perceive well-regulated, repetitive, monotonous activities. Therefore, when conducting classes, it is better to choose a game form.

7. Develop communication skills in your child, a spirit of cooperation.

8. Avoid disapproval, find words of support, praise your child more often for his patience, perseverance, etc. Never emphasize his weakness in comparison with other children. Build confidence in your abilities.

And most importantly, try not to perceive classes with a child as hard work, rejoice and enjoy the communication process, never lose your sense of humor. Remember that you have a great opportunity to make friends with your child.

I wish you success and more faith in yourself and the capabilities of your child!

Tests and exercises for the future first grader

General preparation

Every child should know the answers to these questions.

1. State your full name and surname.

2. How old are you?

3. State your date of birth.

4. Give the name and patronymic of your mother.

5. Where and by whom does she work?

6. Give the name and patronymic of your dad.

7. Where and by whom does he work?

8. Do you have a brother or sister? How old are they? Are they older than you or younger?

9. State your home address.

10. What city do you live in?

11. What is the name of the country in which you live?

12. Do you want to go to school? Why? Do you like to study?

Ability to act according to the rule.

Methodology "yes" and "no"

You and I will play a game in which you cannot say the words "yes" and "no". Repeat which words cannot be pronounced? ("Yes and no"). Now be careful, I will ask questions, and you will answer them, but without the words "yes" and "no".

Trial questions (not graded):

Do you like ice cream? (I love ice cream)

Does the hare run slowly? (The hare runs fast)

Test

1.Is the ball made of rubber?

2. Can you eat amanita?

3.Is snow white?

4.A red fox?

5 is a crow smaller than a sparrow?

Is the frog crowing?

Can pigeons swim?

Does the clock have one hand?

Are bears white?

Does a cow have two legs?

Assessment of the results obtained:

High level - no mistakes were made

Medium - one, two mistakes

Low level - more than two errors

Attention

Check how your child's attention is developed.

Exercise 1: I will pronounce the words, if you hear the name of the flower, clap your hands.

Carrot, poppy, titmouse, plane, chamomile, pencil, notebook, comb, aster, grass, rose, birch, bush, leaf, branch, gladiolus, ant, peony, spy, pirate, tree, forget-me-not, cup, pencil case, cornflower.

Result:

Medium - 1-2 mistakes

Low level - more than 2 errors

Assignment 2 : Clap your hands when you hear a sound in the words that I say A.

Watermelon, bus, pineapple, iron, hat, bow, fox, wolf, bear.

Result:

High level - no mistakes

Medium level - 1 error

Low level –2 or more errors

Assignment 3: I will name four words, and you name two of them that sound similar.

Onion, bear, grass, bug.

Donkey, sled, watering can, banks.

bear, shirt, cone, Birch.

Memory

A child's success in school largely depends on his memory. With the help of the tasks below (it is better to do no more than one task per day), you will be able to assess your child's memory. Don't be discouraged if the result isn't brilliant. Memory can be developed!

Exercise 1: Listen carefully to 10 words and try to remember them.

Ball, cat, forest, window, mushroom, clock, wind, table, glasses, book.

Ask your child to repeat the words they have memorized in any order.

Result:

At least 6 words - high level

4-5 words - intermediate

Less than 4 words - low level

Assignment 2: Read the phrases to the child one at a time and ask them to repeat each one.

1.Mushrooms grow in the forest.

2. In the morning it was raining heavily.

3. Mom reads an interesting book to the children.

4. Vova and Sasha were carrying red and blue balls.

Result: It's good if the child from the first time repeated the phrase word for word and did not change the words.

High level - all 4 phrases were repeated exactly

Intermediate level - made a mistake in only 1 phrase

Low level - made a mistake in 2 phrases or more

Assignment 3: Listen and memorize the poem.

Read this poem to your child and have them repeat it. If the child repeated it with mistakes, read it again and ask to repeat it again. The poem can be read no more than 4 times.

Snow flutters, whirls,

It's white on the street.

And puddles turned

Into cold glass.

Result:

High level - repeated the poem verbatim after 1-2 readings

Intermediate - repeated the poem verbatim after 3-4 readings

Low level - made mistakes after 4 reads

Assignment 4:Listen carefully to a couple of words and try to remember them.

Read all 10 pairs of words to your child. Then tell the child only the first word of the pair, and let him remember the second word.

Autumn - rain

Vase - flowers

Doll - dress

Cup - saucer

Book - page

Water is fish

Machine - wheel

House is a window

Kennel - dog

Clock - hands

Result:

High level - 8-10 word pairs

Intermediate level - 5-7 word pairs

Low level - less than 5 word pairs

Assignment 5: Exercise for the development of the volume of short-term auditory memory "Cascade of words".

Have your child repeat the words after you. Start with one word, then name two words, the child must repeat in the same sequence, three words, etc. (intervals between words - 1 second).

When the child cannot repeat a certain word sequence, read to him the same number of words, but different (for this, a different list of words should be prepared).

If in the second attempt the child coped with this verbal series, then go to the next row, and so on until the child can reproduce the specified number of words in the second reading.

1. Fire.
2. House, milk.
3. Horse mushroom, needle.
4. Rooster, sun, asphalt, notebook.
5. Roof, tree stump, water, candle, school.
6. Pencil, car, brother, chalk, bird, bread.
7. Eagle, game, oak, telephone, glass, son, coat.
8. Mountain, crow, clock, table, snow, book, pine, honey.
9. Ball, apple, hat, carrot, chair, butterfly, subway, chicken, socks.
10. Truck, stone, berries, briefcase, sleigh, hammer, girl, tablecloth, watermelon, monument.

Thinking

The child learns the world and learns to think. He learns to analyze and generalize, to establish causal relationships.

Your toddler may find it difficult to complete these tasks. In this case, explain to him the principle of completing the tasks, and then offer him similar exercises.

Exercise 1 : Answer the questions:

1. What is more in the garden - potatoes or vegetables?

2. Who is in the forest more - hares or animals?

3. What is more in the closet - clothes or dresses?

Answers: 1- vegetables, 2- animals, 3- clothes.

Assignment 2 : Read the stories to your child and ask them to answer the question after each story.

1. Sasha and Petya were dressed in jackets of different colors: blue and green. Sasha was not wearing a blue jacket.

What color jacket was Petya wearing? (Blue)

2. Olya and Lena painted with paints and pencils. Olya did not paint with paints. How did Lena draw? (paints)

3. Alyosha and Misha read poetry and fairy tales. Alyosha did not read fairy tales.

What did Misha read? (Fairy tales)

4. Three trees grow: birch, oak and pine. The birch is below the oak, and the oak is below the pine. Which tree is the tallest? What's the lowest?

5. Seryozha, Zhenya and Anton competed who ran faster. Seryozha ran faster than Zhenya, and Zhenya - faster than Anton. Who came first and who came last?

6. Once upon a time there were three puppies: Kuzya, Tuzik and Sharik. Kuzya is fluffier than Tuzik, and Tuzik is fluffier than Ball. Which puppy is the fluffiest? Which is the smoothest?

Assignment 3 : Answer the questions:

1. Which animal is bigger - a horse or a dog?

2. In the morning we have breakfast, and at noon ...?

3. It is light during the day, but at night ...?

4. The sky is blue, and the grass ...?

5. Cherry, plum, cherry - is it ...?

6. Why, before the train passes, barriers are lowered along the track?

7. What are Moscow, Kaluga, Kursk?

8. How is day different from night?

9. A small cow is a calf, a small dog is ...? The little lamb is ...?

10. Does the dog look more like a cat or a chicken? What, what do they have the same?

11. Why do all cars have brakes?

12. What are the similarities between a hammer and an ax?

13. How are squirrels and cats alike?

14. What is the difference between a nail and a screw? How would you recognize them if they were lying here next to you, on the table?

15.Football, tennis, swimming - is it ...?

16. What types of transport do you know?

17. How does an old person differ from a young person?

18. Why do people play sports?

19. Why is it embarrassing to shy away from work?

20. Why do I need to put a stamp on the letter?

Whenever possible, try to get the child to give 2-4 options for answers, asking him the question: "What else?"

The norm is at least 15 correct answers.

Assignment 4 : Find an extra word:

Read a group of words to your child. 3 words in each are close in meaning and can be combined according to a common feature for them, and 1 word differs from them and should be excluded. Invite your child to find an extra word.

1.Old, decrepit, small, dilapidated.

2. Brave, evil, brave, brave.

3.Apple, plum, cucumber, pear.

4. Milk, cottage cheese, sour cream, bread.

5.Hour, minute, summer, second.

6.Spoon, plate, a bag, pot.

7.Dress, a cap, shirt, sweater.

8.Soap, toothpaste, broom, shampoo.

9.Birch, oak, pine, strawberry.

10. Book, TV, tape recorder, radio.

Assignment 5 : Exercise to develop the flexibility of the mind.

Invite your child to name as many words as possible that denote a concept.

1. Name the words for trees.

2. Name the words related to sports.

3. Name the words for animals.

4. Name the words for pets.

5. Name the words for land transport.

6. Name the words for air transport.

7. Name the words for water transport.

8. Name the words related to art.

9. What are the words for vegetables?

10. Name the words for fruit.

Speech development

By the age of 6-7 years, the child's speech should be coherent and logical, with a rich vocabulary... The kid must correctly hear and pronounce all the sounds of his native language. Development oral speech- the main condition for successful mastering of writing and reading.

Talk to your child more, ask him to retell the cartoons that he watches, the books that you read. Offer to compose stories from pictures.

If your child has difficulty in pronouncing certain sounds or has difficulty distinguishing sounds by ear, then you should seek help from a speech therapist.

Task 1: Determine by ear what sounds the words are distinguished by.

Read a couple of words to your child. The child should give an answer after each pair.

A goat is a scythe, a game is a needle, a daughter is a point, a day is a shadow, a kidney is a barrel.

Result:

High level - no mistakes

Medium level - 1 error

Assignment 2: Clap your hands when you hear another sound.

Read the chains of sounds to your child.

Y-Y-Y-Y-K-G

S-s-s-s-s-s

R-r-r-r-l-r

Result:

High level - no mistakes

Medium level - 1 error

Low level - 2 or more errors

Assignment 3: Clap your hands when you hear a word that differs from others in sound.

Read the series of words to your child.

Frame, frame, frame, llama, frame.

Gingerbread man, gingerbread man, boxes, gingerbread man.

Result:

High level - no mistakes

Medium level - 1 error

Low level - 2 or more errors

Assignment 4: Choose the right words that are opposite in meaning.

The child must correctly choose the opposite word for each of the proposed ones. An error is considered to be a "loud - not loud" response.

Slowly - (fast)

Day Night)

Hot Cold)

Thick - (thin)

Kind angry)

Result:

High level - no mistakes

Medium level - 1 error

Low level - 2 or more errors

Assignment 5: Answer the questions.

Read the questions to your child. He must choose the right words for each of the suggested ones.

What happens: sour, fast, red, soft?

Who can: jump, swim, growl, sing?

What is he doing: fish, plane, frog, car?

Result:

High level - no mistakes

Medium - 1-2 mistakes

Low level - 3 or more errors

Task 6: Explain the meanings of words.

Read the word to the child. Ask for an explanation of its meaning. Before doing this activity, explain to your child how to do it using the word “chair” as an example. When explaining, the child must name the group to which this object belongs (a chair is furniture), say what this object consists of (a chair is made of wood) and explain what it is for (it is needed in order to sit on it).

Notebook, plane, pencil, table.

Result:

High level - the child explained all the concepts correctly

Intermediate level - the child explained 2-3 concepts correctly

Low level - the child explained no more than one concept correctly

Assignment 7: Listen carefully to the story.

Read the story to the child and ask them to answer the questions.

In the morning, the first grader Tolya left the house. There was a blizzard outside. Trees rustled menacingly. The boy got scared, stood under the poplar, thinking: “I won't go to school. Fearfully".

Then he saw Sasha standing under the linden tree. Sasha lived nearby, he was also going to school and was also frightened.

The boys saw each other. They felt happy. They ran to meet him, joined hands and went to school together.

The blizzard howled, whistled, but it was no longer scary.

V. A. Sukhomlinsky

Answer the questions:

1. Who was the story about?

2. What grade were the boys in?

3. Why did the boys feel happy?

Result:

High level - the child answered all the questions correctly

Intermediate level - the child correctly answered 2 questions

Low level - the child correctly answered only 1 question

The world

At the time of entering school, the child must have a certain stock of knowledge and ideas about the world around him. It is good if he has basic knowledge about plants and animals, about the properties of objects and phenomena, knowledge in the field of geography and astronomy, an idea of ​​time. The following are basic questions about the world around you that your child should be able to answer.

1.Nature

Name the seasons and the signs of each season.

How do wild animals differ from pets?

What are the benefits of pets?

What predatory animals do you know?

What herbivores do you know?

Name the migratory and wintering birds. Why are they called that?

What herbs, trees, shrubs do you know?

How are grasses different from trees and shrubs?

Name the garden flowers and wildflowers.

What are the names of the fruits of pine, oak, apple trees?

What natural phenomena do you know?

2.Time

Name the parts of the day in order.

What is the difference between day and night?

Name the days of the week in order.

Name the spring, summer, autumn, winter months of the year.

Which is greater: minute or hour, day or week, month or year?

Name the months in order.

3.Geography

What countries do you know?

What cities do you know, in which countries are they located?

What is the difference between a city and a village?

What rivers do you know?

What is the difference between a river and a lake?

What planets do you know?

What planet do we live on?

What is the name of the satellite of the Earth?

4 the world and man

Name the professions:

Who teaches the children?

Who heals people?

Who writes poetry?

Who composes the music?

Who paints the pictures?

Who builds houses?

Who Drives Cars?

Who sews the clothes?

Who plays in cinema and theater?

What item is needed to:

Measure time;

Talk at a distance;

Watching the stars;

Measure weight;

Measure the temperature?

What kinds of sports do you know?

What sports do you need a ball in? Skates?

What musical instruments do you know?

What writers do you know?

What is honesty, kindness, greed, cowardice, laziness, hard work?

Why study? Work?

How to cross the road correctly?

5. Properties of objects.

What is wood, glass, metal, plastic?

What is soft, hard, free-flowing, smooth, liquid, sharp?

List of used literature:

1.Gavrina S.E., Kutyavina N.L., Toporkova I.G. Shcherbinina S.V. is your child ready for school? Book of tests. - M .: OOO "Publishing house" Rosmen-Press ". - 2002. - 80 p. - (School for preschool children)

2.Kovaleva E.S., Sinitsyna E.I .. Preparing the child for school. - M .: Liszt New, Veche, KARO 2001.-256s., Ill.

3.Morozova O.V. I'm going to school. / Big book about school for young children. Rostov / D: "Phoenix", 2000. - 320s.

4. Chivikova N.Yu. How to prepare your child for school. - M .: Rolf, 2001 .-- 208s.

Many parents think that preschool education is needed to teach them how to read and count. In fact, it is more important to prepare the child from the psychological point of view and raise the general level of his development.

Often, children who have reached school age are not at all ready to go to school - they are not accustomed to discipline and work, cannot sit in one place for a long time, do not "hear" the teacher, are scattered and inattentive. Studying for them is fraught with psychological difficulties, and therefore interest in this activity can quickly disappear, and then the child will stop loving school for many years. This can lead to poor academic performance and behavioral problems not only in the first grade, but also in subsequent grades, so parents should pay attention to the preschool preparation of their child to prevent problems in the future as well.

The systematic preparation of a child for school is aimed at solving the following tasks:

Acquisition of knowledge necessary for a first grader to facilitate the perception of information at school.

Positive perception of the teacher and classmates, the skills of being in a team.

Getting used to discipline and work.

Preschool helps a lot little man to get comfortable in an unfamiliar environment and to move the period of adaptation in a team as calmly as possible, without psychological shock. After all, it doesn't really matter how your child counts, but more important is how he gets used to the learning process.

The program Preparing for school "One - a step, two - a step" is designed to develop the mathematical concepts of preschoolers. She will not only introduce children to quantity and counting, measurements and comparisons of quantities, but also teach children to listen and hear, work in a team and independently.

The Preparatory School program "On the way to the ABC" is the development of children's oral speech and preparation for learning to read and write in elementary school. Your child will learn to speak and listen, and speech therapy exercises will help prevent mistakes in reading and writing.

Classes are held 2 times a week.

3 lessons per day: teaching literacy, graphic writing, mathematics - 30 minutes each. Due to the physiological characteristics of this age, there is a frequent change in activity.

What you need to have in your portfolio: pencil case (eraser, 2 simple pencils, a set of colored pencils of 12 colors, 1 pen), textbooks (need to wrap, sign). Notebooks 1 in a box, 1 in an oblique line.

What knowledge does a child need when entering school?

Development of speech and readiness to master the literacy.

1. One of critical criteria the child's readiness for school is the development phonemic hearing which includes:

Ability to highlight a given sound in a speech stream;

Ability to determine the position of sound in words (at the beginning, in the middle, at the end);

Skills possession sound parsing words: the difference between vowels and consonants, voiced and voiceless consonants, hard and soft consonants.

2. Ability to divide words into syllables.

3. Ability to make sentences of 3-4 words.

4. Ability to use generalizing concepts, to select definitions for a noun.

5. Ability to compose stories based on a series of pictures based on a plot picture, a story on a given topic.

6. Ability to compose stories about subjects (according to the plan proposed by the adult).

7. Independently, expressively, consistently convey the content of small literary texts.

Development of elementary mathematical concepts and readiness for teaching mathematics.

1. Counting and counting objects of a given quantity.

2. Possession of direct and reverse accounts within ten.

3. Ability to name the previous and next number from the given one.

4. Knowledge of the composition of the first ten numbers (from separate units) and from two smaller numbers.

5. Knowledge of numbers: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9

6. Knowledge of the signs +, -, =, the ability to use arithmetic signs of actions.

7. Ability to correlate the number and the number of objects.

8 Ability to compose and solve addition and subtraction problems.

9. Knowledge geometric shapes: circle, square, quadrilateral.

10. Ability to divide a circle, a square into two and four parts.

11. Ability to navigate on a piece of checkered paper.

The child's outlook and readiness to assimilate knowledge:

1. Ability to give home address, telephone number, full names of parents and family composition.

2. Have general concepts about the various activities of adults.

3. Know the rules of conduct in public places and on the street.

4. Have a general understanding of the seasons and seasonal phenomena.

5. Know the name of the months, days of the week and their sequence.

What are the criteria for a child's psychological readiness for school?

1.socio-psychological readiness for school:

-Learning motivation (wants to go to school; understands the importance and necessity of learning; shows a pronounced interest in gaining new knowledge).

Ability to communicate with peers and adults (the child easily comes into contact, is not aggressive, knows how to find a way out of problematic situations of communication, recognizes the authority of adults).

Ability to accept a learning task (listen carefully, clarify the task if necessary).

2.Development of school-significant psychological functions:

Development of small muscles of the arm (the arm is well developed, the child is confident

pencil, scissors).

Spatial organization, coordination of movements (the ability to correctly determine above - below, forward - backward, left - right).

The coordination of the eye system is the hand (a child can correctly transfer into a notebook the simplest graphic image - a pattern, a figure - visually perceived from a distance (for example, from books).

Development of logical thinking (the ability to find similarities and differences different subjects when comparing, the ability to correctly combine objects into groups according to common comparative characteristics).

The development of voluntary attention (the ability to keep attention on the work being performed for 15-20 minutes).

The development of arbitrary memory (the ability to indirectly memorize: to associate the memorized material with a specific symbol / word-picture or word-situation /).

Do you want to better understand the developmental characteristics of your child?

Try to answer yourself the following questions.

1. Does the child know how to play role-playing games, are games with rules available to him?

2. Does the child have friends?

3. Does the child know how to enter into conversation with elders?

4. Does the child know how to evaluate their actions?

5. Does the child have favorite games, books, cartoons?

Criteria for the child's readiness for schooling.

Personal readiness - a child is ready for schooling if the school attracts him not by the external side (attributes: portfolio, notebooks), but by the opportunity to gain new knowledge.

Intellectual readiness - the presence of an outlook, a stock of specific knowledge, interest in knowledge. The ability to understand the connections between phenomena, to reproduce the pattern.

Socio-psychological readiness - the ability to communicate with adults and peers. Ability: to enter another society (children's), to act together with others, to obey the interests of the group.

Physiological readiness - the level of physiological development, the level of biological development, the state of health.

Schedule of work of pre-school training for the 2015 -2016 academic year.

I group

Teacher: Serova Irina Evgenievna

II group

Teacher: Romanenko Larisa Mikhailovna

Tuesday, Thursday from 16.30 to 18.00

Teacher: Goncharova Nadezhda Viktorovna

Tuesday, Thursday from 16.30 to 18.00

Teacher: Olga V. Grigorieva

Tuesday, Thursday from 16.30 to 18.00

Introduction ...…………………………………………………………………..

Chapter I Preparing Children for School

……………………………………………

1.1 Theoretical aspects of preparing children for school

1.2. Diagnostic techniques that determine the readiness of children

to school education:

Frontal examination ……………………………………………

Individual examination ………………………………………… ..

2..1.On the readiness of preschoolers to study at school …………………… ..

2.2. Preschool preparation: its goals and objectives …………………………….

How to prepare a child for school (materials for parenting

meeting) …………………………………………………………………

2.3. Organization of comfortable learning during the adaptation period

first graders ……………………………………………………………

Appendix 1. Diagnostic card for enrolling children in school …….

Appendix 2. Test for enrolling children in school ………………………… ..

Appendix 3. Questionnaire for parents …………………………………….

Conclusion

INTRODUCTION

The beginning of schooling is a natural stage in the life of a child. Each student, reaching a certain age, goes to school. Each primary school teacher, recruiting the first grade, begins preschool training for children and their parents a year before the child enters school and, of course, each teacher is faced with the problem of ensuring the successful adaptation of his students. How well the teacher is able to solve the problems of preschool preparation and adaptation period depends not only on the success of teaching first graders, but also on their emotional attitude to school, mental and physical health.

"A first grader is a person who still wants to go to school" - written in the magazine "Primary School" No. 8 2005. How should you organize the process of preparing for school and learning in it in order to turn the child's curiosity into a persistent cognitive interest of the student? The answer to this question is sought by many educational scientists, psychologists and practicing teachers. Therefore, I chose this topic to show the relevance of this problem and the need for a thoughtful approach to organizing preschool preparation for teaching first graders.

The purpose of the work is to show that such an organization of the preparation and learning process is possible, in which a novice student will be able to successfully realize the desire to acquire a new status that has appeared in his preschool childhood (an impatient desire to grow up as soon as possible, a dream to become a schoolboy).

Tasks:

Firstly, to study the theoretical material on the topic "Pre-school preparation and adaptation period of the first grader", secondly, to outline some aspects of the readiness and preparation of children for school; thirdly, to study the experience of primary school teachers on this issue, based on articles and magazines for primary school teachers.

Awareness of the relevance of this problem will allow teachers to adjust their activities in the preparatory period.

HOW TO PREPARE A CHILD FOR SCHOOL.

The good health of the child is the basis for successful schooling. Nowadays it is no secret to anyone that more and more children come to school already having certain diseases, often chronic ones. Of course, this does not pass without leaving a trace and leads in the future to a whole range of school problems.

It is necessary to firmly understand that health does not deteriorate from anything. After all, school is a very serious, turning point for a child. This is a significant change in the usual way of life, and new loads, intense mental work, restriction of movements.

A child who is accustomed to playing a lot, moving a lot, is forced to spend a long time at a desk, which most often does not fit his height, does not have a footboard. The time for rest and walks is sharply reduced, emotional stress grows. The first grader needs to get used to the new team, to the teacher's requirements, to the need to work diligently and purposefully. Of course, for children 6-7 years old this is a lot of work and, as practice shows, for many kids it is unbearable.

What does it look like healthy child? Active, cheerful, in a good mood, he has a great appetite and sound sleep, he wakes up easily, knows how to concentrate quickly and can work very attentively for about twenty minutes without being distracted.

Separately, I would like to say about children with neuropsychiatric health disorders. They most often have various problems at school, they stand out already in kindergarten, giving a lot of trouble to educators, they are too lively, it is impossible to keep them in one place, make them listen carefully, diligently do some business. They are whiny, irritable, fussy, pugnacious, constantly shouting, at the slightest failure they take offense, cry, even use their fists.

Of course, such children often irritate even loving parents. And before punishing a child, accusing him, strictly demanding obedience, it is necessary to figure out whether his behavior is connected with health problems and whether the help of a doctor is required. This child is doomed to a difficult adaptation to school, to a whole range of problems and, as a result, to a serious breakdown in health.

When preparing a child for school, special attention should be paid to his speech. The speech of young children during the period of formation is always characterized by shortcomings in sound pronunciation. However, all age-related pronunciation irregularities disappear by 4-5 years. This process does not occur by itself, but under the influence of the speech of adults and their pedagogical influence.

Defects in sound pronunciation can be different in their complexity and manifestations, but they must be eliminated even before starting school. And do not waste time, otherwise the defects will be fixed, and the baby will write words the way he hears and speaks. Therefore, you need to listen to if your child is speaking correctly. Very often, parents, getting used to the speech of their son or daughter, hear which sounds are pronounced incorrectly. What to do if it becomes clear that the child does not pronounce all sounds correctly. The main thing is not to hope that these speech deficiencies disappear by themselves. The most reasonable thing is to seek help from a speech therapist. After all, the correction of sound pronunciation is a complex long process and you need to do it as early as possible.

What else should you pay special attention to in these last months before school?

First of all, to gradually accustom the child to a new organization of life, in which such activities as activities, rest, food, games, sleep alternate. In other words, in order to facilitate the transition to the first, most difficult stage of school life, it is necessary to instill in the child the habit of acting according to a new daily routine - lessons, homework, walks, etc.

This is necessary in order to form the child's endurance, to develop such skills, accuracy, organization, the manifestation of willpower, which will be useful to him in the future.

The kid needs to be taught to be independent - to dress independently, to be able to use appliances at the table, to have hygiene skills, to get up and go to bed at a certain time, have breakfast, lunch, dinner, walk, play.

If the necessary skills are not instilled in time, the child will look awkward and awkward, "clumsy" among future first graders, which he risks causing both the ridicule of the children and the displeasure of the teacher. And most importantly, all this will burden him, lead to excessive fatigue and, as a result, to deteriorate health.

Also, it is worth devoting 15-20 minutes a day to study with him (longer, more difficult for him). The main thing is to strive to ensure that the baby learns to work attentively, with concentration during this time. It can be - drawing, modeling, construction, mosaic, it is important that he knows how to listen to an adult. Understand questions, complete assignments. It is necessary to remember about the time intervals of classes, because after 10 minutes, the child may no longer listen to you, spin, crawl under the table, yawn. Stop immediately, distract it, let it rest. In no case do not sit out the "obligatory" 20 minutes. Persuasion, reproaches, punishment will not help here. The result will be fatigue, negative reactions, and ultimately a reluctance to learn. Be kind and patient, do not forget to praise the child for even the smallest success and work. I would also like to pay attention to the fact that often parents read very little to their children. It is advisable to read for 10-15 minutes a day with the obligatory examination of the pictures and a conversation on what was read, ask the child simple questions: “What did you read about?”, “Which of the heroes did you like why?” You will teach the child to speak out, love the book, think, reason ...

Invite your child to talk about things in the kindergarten, about the day he has lived, his openness and trust will help you notice barely emerging problems, and the primary school teacher will help you avoid them. First teacher is important a person not only in the life of a child, but also of the whole family. It would be good for parents to establish close contact with the teacher, agree on requirements so that the child does not suffer from disagreements, listen to advice, offer help in organizing holidays and common affairs - any participation of adults in school life will benefit the child, and then, son, or, the daughter will have a reason to be proud of her parents. If the parents are not satisfied or do not understand the teaching methodology, then the teacher should be asked to explain its features and advantages over other teaching methods. Any teacher will do this willingly, since he is interested in seeing parents as assistants, not critics.

Many parents, knowing that the curriculum at school is difficult, strive to teach their children to read. Their desire to make life easier for a child at school is commendable, but they do not always do it correctly, and retraining is much more difficult. The child reads incorrectly, gets nervous, all desire to learn disappears and "school fear" arises.

It is not at all desirable to teach a child to write. It is better if the child draws more, type letters, verbally counts, compares. Very good. If the child knows the names of all family members, the profession of their parents, the time of day, days of the week, seasons and their signs, develop spatial and quantitative representations: more, less. Equally, higher, lower, longer, shorter, more expensive, cheaper. In general, let the baby know more about the world around him. Those. has a broad outlook, will be inquisitive, attentive, diligent and then he will not have problems in this difficult period for him. Much depends on you, on your patience and organization, on your desire to help your child. Only under this condition will you preserve both his health and interest in learning.

The beginning of schooling is one of the most difficult and crucial moments in the life of children, both in the socio-psychological, pedagogical and physiological terms. These are new conditions for human life and activity - new contacts, new relationships, new responsibilities.

In psychological and pedagogical science, psychologists, teachers, philosophers and didactics paid much attention to the problem of preparing preschool children.

Considered in Russian psychology the idea of ​​a child's psychological readiness for school is largely based on the formulated by L.S. Vygotsky's idea that readiness for schooling lies not so much in the quantitative stock of knowledge and skills as in the level of development cognitive processes... Readiness for school, the author associated primarily with the ability to generalize, differentiate objects and phenomena of the surrounding world in appropriate categories, establish cause-and-effect relationships, and draw independent conclusions.

School enrollment and initial period learning cause a restructuring of the entire lifestyle and activities of the child. Observations of physiologists, psychologists and teachers show that among first-graders there are children who, due to individual psychophysiological characteristics, find it difficult to adapt to new conditions for them, only partially cope (or do not cope at all) with the work schedule and the curriculum. Under the traditional education system, these children, as a rule, form laggards and repeaters.

Domestic psychologist L.I. Back in the 60s, Bozovic pointed out that the readiness to study at school 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 a student. Similar views were developed by A.I. Zaporozhets, noting that the 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." ...

Psychologists G.G. Kravtsov and E.E. Kravtsova, speaking of readiness for schooling, emphasize its complex nature. However, the structuring of this readiness does not follow the path of differentiating the general mental development of the child into intellectual, emotional and other spheres, but the types of readiness. These authors consider the system of the child's relationship with the outside world and highlight the indicators of psychological readiness for school associated with the development of various types of child's relationship with the outside world. In this case, the main aspects of children's psychological readiness for school are three areas: attitude towards an adult, attitude towards a peer, attitude towards oneself.

Almost all authors researching psychological readiness for school give a special place to arbitrariness in the problem under study. D.B. Elkonin believed that voluntary behavior is born in a collective role-playing game, which allows the child to rise to a higher stage of development than playing alone. The collective corrects violations in imitation of the alleged model, while it is still very difficult for a child to independently exercise such control. “The control function is still very weak,” writes DB Elkonin, “and often still requires support from the situation, from the participants in the game. This is the weakness of this emerging function, but the significance of the game is that this function is born here. therefore, play can be considered a school of voluntary behavior. "

In the studies of L.A. Wenger and L.I. The Tsekhan's measure and indicator of readiness for schooling was the child's ability to consciously subordinate his actions to a given rule while consistently fulfilling the adult's verbal instructions. This skill was associated with the ability to master the general way of acting in a task situation.

Domestic psychologist N.G. Salmina singles out as indicators of psychological readiness for school: 1) arbitrariness as one of the prerequisites for educational activity; 2) the level of formation of the semiotic function; 3) personal characteristics, including the features of communication (the ability to act together to solve the assigned tasks), development emotional sphere and others. A distinctive feature of this approach is the consideration of the semiotic function as an indicator of children's readiness for school, and the stage of development of this function characterizes the child's intellectual development.

In the works of E.E. Kravtsova, when characterizing the psychological readiness of children for school, the main emphasis is on the role of communication in the development of the child. Three areas are distinguished - attitudes towards an adult, towards a peer and towards oneself, the level of development of which determines the degree of readiness for school and in a certain way correlates with the main structural components of educational activity.

Prerequisites for educational activities, according to A.P. Usova, arise only with specially organized training, otherwise children experience a kind of "learning disability" when they cannot follow the instructions of an adult, control and evaluate their activities.

Research by E.O. Smirnova, dedicated to the communicative readiness of six-year-old children for schooling, provides an interesting explanation of why it is by the end of preschool age that children need to communicate with adults at a new level. Communicative readiness for school is seen as a result of a certain level of development of communication with an adult.

From a physiological point of view, junior school age- this is a time of rapid physical growth, when children quickly reach up, when disharmony in physical development is especially obvious, when it clearly outstrips the neuropsychic development of the child. This affects the weakening of the nervous system, which manifests itself in increased fatigue, anxiety, increased need for movement. All this aggravates the situation for the child, depletes his strength, reduces the ability to rely on previously acquired mental education... In this regard, the anxiety of parents and doctors about the progress of the child's adaptation to school becomes understandable.

The next success factor is the child's state of health (physical readiness to learn) - one of the main factors influencing not only the duration and success of adaptation to school, but also the entire process of further education. Healthy children adapt most easily, and it is much harder for children with frequent illnesses and children with chronic diseases in a compensated state. In most of them, at the beginning of schooling, there is a deterioration in health, accompanied by the occurrence of neuropsychiatric abnormalities.

The child's readiness for the beginning systematic training is the next equally important factor. The child's psychological readiness for schooling is one of the most important outcomes of mental development during preschool childhood. A child's readiness for school is determined by the level of personality development in intellectual, motivational, communicative and physical relations.

The importance of personal and intellectual readiness for school was emphasized by L.I. Bozovic. She believed that these aspects are important both for the successful mastering of educational activities, and for the early adaptation of the child to new conditions; the success of training largely depends on the level of motivational development, the level of arbitrary behavior and the development of the intellectual sphere.

Thus, the child's psychological readiness for schooling is a structure of interrelated elements: motivational (the student's internal position), volitional (the ability to subordinate his actions to the rule), intellectual (the presence of an internal plan of action, the formation of the sign function of consciousness, etc.). It should also be said that high indicators of psychological readiness, as a rule, ensure the success of a child's adaptation to school, but they do not guarantee that the child will not have problems in elementary school.

The adaptation of children to school is largely determined by such factors as the content of education and teaching methods. Rational organization training sessions and the daily routine greatly facilitates the process of adaptation of children to school. It is important to take into account that the schedule of training sessions, teaching methods, content and richness curricula, as well as the conditions of the school environment should correspond to the age functional capabilities of first graders.

To a certain extent, the preliminary stay of children in kindergarten facilitates adaptation to school. The development and course of the adaptation process is influenced by the nature of upbringing in preschool age. Children who attended a kindergarten before school adapt more quickly, and those who were brought up at home more often experienced motor disinhibition, undesirable changes in the nature of communication with peers. "Immature" schoolchildren, among those who attended kindergarten, are found twice less often than among children from home conditions. In the special literature, there is information that in order to master any type of activity (play, educational, etc.) at the previous stage of development, certain prerequisites must be formed that allow the child to move to this activity without any particular difficulties. At the same time, the prerequisites cannot be considered structural components this activity.

The prerequisites for learning activities can be divided into two main groups:

psychological (i.e., a sufficient level of development of cognitive processes: attention, memory, visual-figurative, logical thinking, imagination, arbitrariness of mental processes; the ability to assimilate and apply general methods of action, find independently ways to solve new problems, etc.);

communicative or psychosocial (the ability to listen and hear, to subordinate one's actions to instructions and comments, to understand and accept the educational task, to be fluent in verbal means of communication, to purposefully and consistently perform training activities and actions monitoring and evaluation).

The problem of the psychological readiness of older preschool children to study at school is closely related to a change in the leading type of activity in this age period, namely, with the transition from a role-playing game to educational activities. According to the periodization of D. B. Elkonin, the crisis of seven years is significant in that the child, from an orientation towards assimilation of social norms and relations between people, turns to the assimilation of methods of action with objects.

The analysis carried out in the studies by D.B. Elkonin and V.V. Davydov, showed that educational activity has a specific structure, including:

• · Educational tasks;
• · Educational activities;
• · control;
• · Assessment.

One of the tasks of preparing children for schooling is the formation in the child of some knowledge and introductory skills necessary for mastering the program material. Without this knowledge and skills, children from the first days of schooling experience significant difficulties and require individual work with them. The success of the teaching of children who entered the 1st grade of the school is largely determined by the presence in them of certain elements of learning and the ways of performing educational activities (introductory skills).

Introductory skills:

• 1. Speech knowledge and skills:
  • - knowledge of letters, ability to read;
  • - sound analysis the words;
  • - phrase construction;
  • - vocabulary;
  • - phonemic hearing;
  • - sound pronunciation.
• 2. Mathematical knowledge and ideas:
  • - 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. Academic skills:
  • - landing at the table (desk);
  • - the way of holding the writing object;
  • - orientation on a page in a notebook, book;
  • - the ability to listen and fulfill the teacher's task;
  • - knowledge and implementation of the rules of conduct in the lesson (lesson).

The ability to listen and complete the teacher's tasks is one of mandatory conditions successful training in any program primary school... You can determine how much this skill is formed by observing the child during classes in kindergarten. At the same time, we draw attention to the following features of the behavior of a preschooler:

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

An obligatory task in preparing children for schooling is the formation of a graphic skill.

In conditions kindergarten children acquire graphic skills in the classroom fine arts, and small movements of the hands develop in the process of construction and in the performance of labor actions. 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.

V preparatory group the children are given the actual graphic tasks, at first simple (tracing the letter element by dots), then more complex (writing the letter element independently). At the same time, it is important to draw the child's attention to the fact that he already knows a lot and 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. The following techniques and exercises are used to develop fine motor skills of the hands:

• - hand massage;
• - finger gymnastics and finger games;
• - clay crafting;
• - performing movements with small objects (mosaic, construction set, tying strings, buttoning, cutting with scissors);
• - performing "twisting" movements;
• - special exercises to prepare the hand for writing.
• - art therapy.

The child gains experience of graphic movements by performing different kinds hatching, drawing, copying drawings, tracing paths along the dots and dashed lines. At the same time, training is conducted in the correct methods of action: to draw a line from top to bottom and from left to right; hatch evenly, without gaps, without leaving the contour.

When preparing children for school, it is necessary to create conditions for the formation of 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 takes possession of more high level generalizations and uses them in communication and activities. These generalizations of L.S. Vygotsky called potential concepts, since in their form they are concepts (children use the same generalizing words as adults and use them correctly), but in their basis they are complexes, they include external visual signs and connections of objects, they are practical and functional in nature. For a child, defining an object or concept means saying what can be done with that object. Potential concepts (preconceptions) are the most developed form of complex thinking, which L.S. Vygotsky called the "transitional bridge" to the highest stage of development of generalizations - true concepts.

Domestic psychologists, such as: L.S. Vygotsky, A.N. Leontiev, P. Ya. Halperin and others showed that thought processes go a long way 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, and only on the basis, passing a series of changes and contractions, they turn into mental actions performed in the form of internal speech ... Therefore, a gradual formation of mental actions in children is necessary.

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

In older preschool age, figurative thinking plays a leading role in cognizing the surrounding reality, which is characterized by the fact that the solution of practical and cognitive tasks 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 interrelationships. At first, disparate, incomplete, concrete, ideas become more and more complete, accurate and generalized, 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 those around him, concrete images of objects acquire an increasingly generalized schematized character. In this case, the most essential, significant properties and connections come to the fore and constitute the main content of the presentation; insignificant, secondary properties and casual connections are lost.

The generalized and schematized nature of the ideas of preschoolers makes it possible to widely use a variety of models and schemes for their teaching and the formation of elementary concepts.

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

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

In preparing children for schooling, great importance is attached to the development of verbal and mechanical memory.

A feature of teaching in the initial period is that most of the information received by first-graders in verbal form from the teacher, outwardly has no logical connection, it is a listing of the sequence of operations that need to be performed to solve a particular problem. It has been established that one of the reasons for the unsatisfactory mastering of literacy is the incorrect or inaccurate verbal reproduction of the rules by children.

The ability to memorize unconnected 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.

Also, when preparing children for schooling, it is necessary to promote the formation of 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 the given norms. Insufficient development of this quality complicates the process of assimilation of knowledge and the formation of educational activity. These children are disorganized, inattentive and restless; poorly understand the teacher's explanations, make mistakes when independent work and do not notice them; often violate the rules of conduct; do not keep pace with the pace of work.

The reasons for the insufficient development of arbitrary behavior and activity in children of this age may be different. This is the insufficient development of social motives and the motive of obligation, functional disorders in the work of the central nervous system and the brain, the lack of formation of psychological (operational) mechanisms of voluntary regulation of activity and individual actions. Therefore, the formation of the arbitrariness of activity includes: development of motives for learning; 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.

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

Learning is a process of joint activities of the trainer and the student. The goal of the teacher is to control the cognitive activity of the student, as a result of which he assimilates the knowledge and methods of cognition accumulated by mankind, acquires skills and abilities. The purpose of school education: to develop the trainee's ability to self-study, to develop his individuality, active creative thinking, abilities. Even K.D. Ushinsky pointed out that the student should not only pass on one or another knowledge, "but also develop in him the desire and ability to acquire new knowledge independently, without a teacher."

Learnability is a complex integral mental quality that develops, first of all, in the process of communication between a child and an adult in situations of spontaneous and organized learning and is largely determined by the individual characteristics of intellectual and personal development child. Thus, psychological readiness for schooling presupposes a multi-component education. First of all, the child must have a desire to go to school, that is, motivation to learn. The social position of the student must be formed: he must be able to interact with peers, fulfill the teacher's requirements, and control his behavior. The main neoplasm of preschool childhood is considered to be the ability to play role-playing, plot and, most importantly for school, games with rules. He simulates in the game his relations with the people around him, plays various situations - in some he leads, in others he obeys, and in the third, he carries out joint cooperative activities with other children and adults. In sensitive periods of development, a preschooler comprehends a variety of social connections. Therefore, the most important prerequisite for readiness for school is the exhaustion of the previous period of development: the child must be able to play.

In the preschool period, the development of psychophysiological functions occurs simultaneously in different directions; their socialization is multiple and varied in nature. According to the ratio of the two main parameters - arbitrariness and verbosity - in the development of these functions, the corresponding types can be distinguished, which are determined by the different nature and varying degrees of severity of the socialization process [Kravtsova, 2004: - pp. 110-111]. Individual natural forms of the psyche during this period, undergoing socialization, retain their relative independence and are characterized by the originality of development not only in preschool age, but also in subsequent years of a person's life. Characteristic feature the preschool period is the intensive development of those mental functions that developed in early childhood (sensing, perception, figurative memory, attention, practical thinking, motor skills) and which at the same time are basic for the construction of neoplasms in cognitive sphere and in the formation of voluntary behavior.

In modern scientific literature dedicated to the problems of preschool age, [Mukhina, - 121-122], [Nemov, p. 56-57] contains extensive material on the age dynamics of various psychophysiological functions. When correlating the figurative and verbal components of functions, as well as their arbitrary and involuntary types, heterochrony is clearly manifested. At the same time, it is characteristic that verbal and arbitrary types in terms of their development are ahead of the figurative and involuntary components of psychophysiological functions. At the same time, in the changes in the verbal and voluntary components of functions, the unevenness and acceleration of the rate of increase in their productivity with age are most pronounced. Conclusion: to develop in an older preschooler the prerequisites for educational activity means to instill in him a conscious positive attitude towards educational and social activities, to make him understand the importance and necessity of learning at school: to make him want to become a schoolboy; to arouse sympathy for students, the desire to be like them, respect for the personality and profession of a teacher, an understanding of the socially useful significance of his work; develop the need for a book, the desire to learn to read. The success of the development of prerequisites is largely determined by the extent to which the teacher takes into account the peculiarities of the activities of older preschoolers and, in particular, how he uses play for this purpose.

Elena Viktorovna Kapustina
Preschool preparation of children

Approved Federal State Educational Standards (FSES) to the structure of the main educational program preschool education developed in accordance with the Law Russian Federation"On education". They were introduced in connection with the understanding of the importance of pre-school education for further successful development, the education of every child, and the availability of quality education for every child.

To provide the child with the very start that will allow him to successfully study at school, it is necessary certain standardize the content of preschool education, in whatever institution (or in the family) the child did not receive it. It is with this that the introduction of the Federal State Educational Standard is connected to the structure of the main educational program of preschool education.

Therefore, the organization preschool education has become very relevant nowadays. The main task to be solved preschool preparation - formation in children motivation to study at school, emotional readiness for it, the ability to act both independently and together with others, the development of curiosity, creative activity, receptivity to the world, initiative, the formation of versatile knowledge. Before school, children must have experience of systematic studies and social interaction with peers and adults. Children can get such an experience not only in a preschool educational institution, but also in groups of short-term stay. children senior preschool age preparing for school... It is important to create such groups in the system. additional education, or in the system of cultural institutions, or in the system of preschool educational institutions... And, in connection with the Federal State Educational Standard, it is very important that educational activities are not reduced to the development of educational skills and action: writing, counting, reading, did not turn into a semblance of school lessons. There should be no mechanical training, but there should be constant, conscious creative work of the child under the guidance and with the help of an adult.

When organizing preschool preparation must be respected general principles work with preschoolers: the adequacy of the requirements to the capabilities of the child, taking into account the individual characteristics of development, the gradual formation of all directions of development, the creation of a situation of success of emotionally successful communication with the child. A child can go to school prepare and parents, but this system of work must necessarily provide for a preliminary parenting training or the opportunity to receive qualified systematic consultations.

In structure preschool preparation there are certain criteria for psychological readiness children to school... It is also personal willingness: the child is ready for schooling if the school attracts him not by the external side, but by the opportunity to gain new knowledge; intellectual: the presence of horizons, a stock of specific knowledge, interest in the knowledge gained, the ability to understand certain connections between phenomena, reproduce the pattern; socially psychological: educational motivation (wants to go to school, understands the importance and necessity of learning, shows a pronounced interest in gaining new knowledge, the ability to communicate with peers and adults (easily comes into contact, is not aggressive, knows how to find a way out of problem situations, recognizes the authority of adults, the ability accept a learning problem (listen carefully, clarify tasks if necessary); physiological willingness: level of physiological and biological development, health status.

New model preschool education should provide children from different social strata with equal starting conditions for primary education, preserve and strengthen their health children and makes quality education available at the first stage. The teacher's attention should be focused on the following approaches in working with children:

Avoiding rigidly regulated school-type teaching,

Providing physical activity in various forms,

The use of various forms of organization of training, including different types of activities,

Interaction children and adults in the presence of a partner position and a partner form of communication (cooperation between an adult and children, the possibility of free placement, movement and communication children in the process of educational activities,

Creation of a developing environment that functionally simulates the content of children's activities and initiates them, ensuring the development of the child's subjective positions,

The wide use of methods and techniques that activate thinking, imagination, the introduction of elements of open-type problems into teaching, having different options for solutions,

Using game techniques, creating meaningful for children situations,

Formation of a children's community that provides each child with a sense of comfort and success.

Since one of the main criteria for the choice of forms by teachers educational activities is the adequacy of age, then at the heart of preschool learning, the leading type of children's activity and the main form of work is productive and playful activity. Education children should be aimed at enrichment, and not at artificial acceleration of development. After all, it is in the form of a game that most of the content can be realized educational areas, it is in the game that all the cognitive processes of the child are restructured, including his behavior, educational motives appear. In the depths of game motivation, prerequisites educational activities, which have a result in the form of specific knowledge, skills and abilities, the development of mental processes, and the formation prerequisites educational activities - one of the planned final results of the development of the program preschool education.

Also, adequate forms of working with children are experimentation, design, collecting, conversations, observations, solving problem situations, and more. Working with children should focus on individualization preschool education, that is, the teacher must be able to work, on the one hand, with an orientation towards both age and individual characteristics children... On the other hand, to see the originality of each of your pupils, to be able to individualize pedagogical process taking into account the data of a thorough and comprehensive study of older preschoolers, use the potential of integrating all areas of activity to meet their educational needs and preparing for school.

Preschool education is, on the one hand, a purposeful, organized social and pedagogical process of teaching and upbringing of children preschool age which also performs the function social control for the state of their physical, psychological, intellectual state before entering school. On the other hand, this process is presented, as a set of special practices of interaction of various subjects ect: parents, educators, teachers and themselves children... That's why preschool preparation takes on special significance.

Efficiency preschool preparation depends on the implementation of the following pedagogical conditions:

Adjustments views of educators, parents and children about the essence of preschool preparation in close cooperation,

The presence of an attitude of teachers and parents to the importance of the organization preschool preparation using student-centered means,

Compliance with the phased training,

Availability of regular diagnostics of effectiveness preschool preparation according to its result.

Thus, the significance pre-school preparation is essential and is paramount to readiness children to school.