A great responsibility falls on the employees of the children's clinic in preparing the child for admission to child care facilities.
Admission to a children's institution causes complex adaptive reactions in the child's body, sometimes adversely affecting his condition, health and development. The duration and nature of adaptation depends both on the individual characteristics of the child and on other factors.
Special observations have established that the duration of adaptation depends on age. Children entering the nursery at the age of 5-6 months quickly get used to the new conditions, as they do not yet have fixed stereotypes that need to be changed. Children older than 1 year 8 months - 1 year 9 months get used to the nursery faster, which, although they have stable stereotypes, are more “developed”. In particular, their nervous processes are more mobile, which makes it easier to adapt to changing conditions, they understand the speech of an adult well, and it is easier to get them interested in activities and toys. The process of adaptation is most difficult in children aged 5-6 months. Up to 1 year 7 months - 1 year 8 months, since by this time the children have already formed fairly stable habits. The body of a child of this age, due to the low mobility of nervous processes and weak active inhibition, is not able to slow down old stereotypes and form new ones, which causes negative reactions.
In order to facilitate the adaptation of children to a preschool institution, the following rules must be observed.
The local doctor and m / s should take into account the peculiarities of the life of the family of a child preparing to enter a preschool institution: living conditions, the nature of the work of parents, etc.
Mothers need to be given recommendations on how to prevent the child’s stress reactions during the adaptation period, bring the child’s home regime closer to the regime of the children’s institution, actively teach the child to communicate with children of the appropriate age and adults, eliminate motion sickness at bedtime, sucking on a pacifier, bottle feeding, eating monotonous food, etc. .d.
It is necessary to single out children who constitute a “risk group”, such children must be repeatedly consulted with psychoneurologists and other specialists before entering a children's institution.
Particular attention should be paid to children with deviations in physical development (more than 1 year), with manifestations of inharmonious development, lagging behind in neuropsychic development for more than 2 months, often ill, with manifestations of rickets, anemia, allergies. These children are subject to referral to a children's institution only after an appropriate recovery.
The organization of prophylactic vaccinations requires special attention, since vaccination causes a temporary change in the body's reactivity, contributes to an increase in allergic manifestations, and a decrease in resistance.
It is important to have a clear continuity in the work of the district pediatrician and honey. child care workers.
Preparing children in the pediatric area for admission to preschool institutions
Preparing children for admission to preschool institutions (nursery, nursery-kindergarten, kindergarten) is carried out by the district doctor - pediatrician, district m / s, paramedic or nurse of the office of a healthy child and consists of two main sections: general and special training.
General training is the implementation of generally accepted measures for the systematic, starting from the neonatal period, servicing children in the pediatric area in order to ensure harmonious, physical and neuropsychic development, optimal health and family education, which is the key to proper preparation of the child for admission to a preschool institution .
Special training begins at the age of 3 months and includes the following activities:
Monthly sanitary and educational work of the local pediatrician and medical staff of the office of a healthy child with parents through thematic conversations on the issues of proper physical education and preparation of children for admission to a preschool institution;
Clinical examination of children for 2-3 months. Before entering a preschool institution with a local pediatrician, with specialist doctors, conducting laboratory tests;
Improvement and treatment of children depending on their level of health;
Prevention of acute diseases (ARVI, influenza, etc.) for 1-2 months. Prior to admission to a children's institution with the use of funds aimed at increasing non-specific protective mechanisms of immunity, including general and local hardening measures, the introduction of elements of respiratory gymnastics and physical education (at home), teaching the child to breathe through the nose, prescribing a course of ultraviolet radiation, ascorbic acid preparations , B vitamins, rosehip preparations, interferon;
Documentation in accordance with the content of the work on preparing a child for a preschool institution: a record in the history of the child's development at the beginning and end of training; drawing up a discharge summary for a children's institution according to a certain scheme with the obligatory recommendations of the local doctor for the period of adaptation in terms of regimen, nutrition, physical education, individual approach, health-improving and therapeutic measures for the prevention of acute diseases, exacerbations, chronic foci of infections and background conditions.
4. In case of illness, the child can be sent to the children's team no earlier than two weeks after clinical recovery.
5. It is forbidden to carry out preventive vaccinations within a month before the child enters a preschool institution.
It is allowed for a child to enter a children's institution without preventive vaccinations, the first preventive vaccination in a children's institution is prescribed after the end of the adaptation period, but not earlier than after 1 month.
6. The issue of sending children of the "risk" group, as well as children with chronic diseases and congenital malformations to a children's institution, is resolved individually, depending on the condition of each child, on a commission basis with the involvement of relevant medical specialists1.
Natalia Tikhomirova
Analytical reference according to the results of operational control "Readiness of the preschool educational institution for a new academic year»
Subject « Preparing for the new academic year» .
Objects control: groups and premises of the preschool educational institution.
Checker: head of MDOBU N. V. Vorobyova, senior educator N. S. Tikhomirova.
Target: prepare groups for the start of training year, taking into account the age characteristics of children, to replenish the didactic and game material.
In connection with the introduction in the preschool educational institution of the main educational program preschool education "Birth to School" under the editorship of N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, it became necessary to revise the subject-developing environment. Therefore, in the annual plan for 2014-2015 year, tasks were included to create and improve a developing subject-developing environment in accordance with the Federal State Educational Standard. The organization of the developing environment in the preschool educational institution, taking into account the Federal State Educational Standards, is built in such a way as to enable the most effective development of the individuality of each child, taking into account his inclinations, interests, level of activity.
Before the teachers of our preschool educational institution, in connection with the transition to the Federal State Educational Standard for Preschool Education, the problem arose of the need to enrich the environment with elements that stimulate the cognitive, emotional, motor activity of children.
We try to ensure that the environment surrounding children in kindergarten ensures the safety of their lives, promotes the health and hardening of the body of each of them, and also stimulates children to develop cognitive, artistic and aesthetic abilities.
Creating a subject-spatial developing environment, the employees of the preschool educational institution took into account the following principles:
1. The environment must perform educational, developing, educating, stimulating, organized, communicative functions. But most importantly, it should work for the development of the independence and initiative of the child.
2. Flexible and variable use of space is needed. The environment should serve to meet the needs and interests of the child.
3. The shape and design of the items is focused on the safety and age of children.
4. Decor elements should be easily replaceable.
5. In each group, it is necessary to provide a place for children's experimental activities.
6. The color palette should be presented in warm, pastel colors.
7. When creating a developing space in a group room, the leading role of play activity was taken into account.
8. The subject-developing environment of the group varies depending on the age characteristics of the children, the period of study.
9. It is important that the subject environment had the character of an open, non-closed system capable of adjustment and development. In other words, the environment is not only developing, but also developing. Under any circumstances, the objective world surrounding the child must be replenished and updated, adapting to neoplasms certain age.
Picking up toys, indoor equipment, educators kindergarten strive to provide the maximum conditions for the sensory development of the child and for him to feel comfortable, experience positive emotions. Items for games are stored on open shelves of cabinets and racks. Children use toys of medium and small size at their own discretion for independent play. In free access, on the shelves of open and closed lockers, mosaics, cubes, board-printed and didactic games are stored.
For speech development created:
A series of plot pictures, for compiling stories, card indexes, lotto, didactic games;
Children's library with a selection of books on the program, favorite works of children, encyclopedias, children's magazines, etc.;
Theatricalization corner with various types of theaters, in the preschool educational institution there are large and small screens, costumes, hats-masks, audio cassettes with recordings of children's songs and fairy tales.
For mental development created:
Mathematical corner with distributing counting material, sets of numbers, mathematical signs, geometric figures, entertaining and informative mathematical material, logical and mathematical games, diagrams and plans, a set of three-dimensional geometric figures;
A corner for experimenting with natural materials, bulk products, containers of different capacities, a calendar of nature, indoor plants, clocks, watering cans.
For aesthetic development created:
corner artistic creativity with different types of paper, coloring books, pencils, felt-tip pens, plasticine, crayons, etc.;
Music corner with a tape recorder, audio library, children's musical instruments, portraits of composers.
The educational space for cognitive activity is designed taking into account psychological and pedagogical, aesthetic and sanitary and hygienic requirements. For role-playing games in groups, there are attributes in accordance with the age and gender of the children.
In Group early age there are strollers, cars and other motor toys. In the senior groups of the kindergarten, the guys enthusiastically play with the designer Lego. They include small toys, figures of animals, people, cars in the game. When creating a subject-developing environment, teachers also take into account the regional component: presented albums, fiction, junk and natural material for artistic work.
Preschoolers must move, so in all groups there are "health corners" which are equipped with non-standard equipment for the development of the main types of movements, in a small amount there are balls, hoops, jump ropes.
Information corners are designed for parents, from which they learn about the life of the group (daily routine, schedule of classes, events held. They receive the necessary information (tips, recommendations, consultations, memos) from educators about the upbringing, education and development of children. There are corners of children's creativity.
results: In review readiness of groups for the new academic year 6 groups took part. It was positively noted that attention is paid to equipping subject environment and creating the conditions for its development. During the review, a change in the subject-developing environment was revealed in the direction of a qualitative improvement in the material and technical base - these are groups such as "Bees", "Gnomes", "Polyanka", "Sea stars". In these groups, there is a consistently high-quality organization of the subject environment in relation to compliance with sanitary and hygienic standards, age requirements, accumulation game material.
In these groups, full-fledged conditions for the upbringing and development of children have been created. preschool age, rationally combined zones of different focus: play, nature research, etc. The corners of the cognitive orientation are filled with the necessary equipment, located taking into account SanPiNs and the age characteristics of children. The selection of games, toys and equipment in play areas is close to optimal in terms of quantity and quality. Play equipment is dispersed throughout the room, grouped by type. Represented by large and small toys. In groups "Bees", "Kapitoshka" And "Kurnosiki" Enough space has been allocated for physical activity. In groups "Bees" And "Gnomes" the creative approach of educators in creating a subject-developing environment, using additional material, made both with their own hands and with the participation of parents. The gaming interests of both girls and boys are taken into account, to a sufficient extent.
The following are the advantages indicators:
Aesthetics and sense of taste in design groups: "Bees", "Gnomes";
Brightness and modernity reception: "Bees", "Gnomes", "Sea stars", "Polyanka" And "Kurnosiki";
The quality of information content corners: "Bees", "Gnomes", "Sea stars", "Polyanka";
Competent zoning space: "Bees", "Gnomes", "Polyanka";
Game state material: "Bees", "Gnomes", "Sea stars", "Polyanka";
For high-quality creation of a subject-developing environment recommended: groups "Kapitoshka" And "Kurnosiki" update, supplement and diversify the subject-developing environment, re-register parent corners and make them better and more informative.
group "Kapitoshka" And "Sea stars" it is necessary to pay attention to the irrational use of a group room in the organization of a subject-developing environment, the placement of play areas.
After the analysis organization of a subject-spatial developing environment in a preschool educational institution in accordance with the Federal State Educational Standard, we can draw the following conclusions that at the current moment:
1. The material and equipment in most group rooms is selected taking into account hygienic, pedagogical and aesthetic requirements.
2. The individual interests, inclinations and needs of children of each specific group are identified and satisfied.
3. There is gender-role targeting of equipment and materials, based on the actual number of boys and girls in each group.
However, the amount of materials and equipment has been partially brought into line with the list. It is necessary to replenish the equipment for the physical development of children, as well as update the existing handouts on cognitive and speech development. Therefore, further work to replenish the subject-developing environment will be continued.
Senior teacher N. S. Tikhomirova
_________________________________________________________________
(education authority)
EXAMPLE ACT
PRESCHOOL EDUCATIONAL READINESS CHECK
INSTITUTIONS BY ____/____ ACADEMIC YEAR
(full name of the institution, type, year of construction)
______________________________________________________________________
(address of institution, telephone)
______________________________________________________________________
(last name, first name and patronymic of the head of the preschool institution)
In accordance with the resolution (order) of the Head of Administration _________ dated "__" _________ ____, No. ___ The audit was carried out by a commission consisting of:
from the administration _______________________________________________;
from the education authority ______________________________;
from sanitary and epidemiological supervision _____________________;
from fire supervision ___________________________________________;
from public catering _______________________________________;
from the trade union body _________________________________________;
from the economic and operational service ______________________.
The Commission has established the following:
1. In the ____ / ____ academic year, __ groups were staffed in a preschool institution with a total number of pupils __ people.
Standards specified in the license: _____________________________
Group occupancy:
the first groups of early age _____ children,
the second groups of early age _____ children,
first junior groups _____ children,
second junior groups of _____ children,
middle groups of _____ children,
older groups of _____ children,
preparatory groups for school _____ children.
Of which children / groups with round-the-clock stay _______________
The availability of vouchers, the correctness of their execution and storage __________
2. Staffing (staffing of all categories) _______________________________________________________________
The correctness of their placement _____________________________________
3. Decoration preschool ____________________________ ______________________________________________________________________
4. Availability of the necessary documentation (statutory documentation: license, charter, job descriptions, local acts, certificate of attestation, certificate of state accreditation, agreements on interaction with the founder, with parents, etc., work plan for the year, book of movement of children, book orders, a plan for advanced training of teachers, etc.) in accordance with the approved nomenclature of cases ______________________________________________________________________ ____________________________________________________________________________
5. The readiness of the pedagogical office for the implementation of educational work (the presence fiction, toys, manuals, crafts for organizing a variety of activities for children) ____________________ ________________________________________________________________________ ______________________________________________________________________ Compliance of educational and methodological support with the requirements of programs, pedagogical expediency of their storage and placement ____________________ ____________________________________________________________________________ ____________________________________________________________________________
6. Availability of a preschool institution's work schedule and a schedule of classes in groups, the number training sessions, the right combination of classes during the day and week _________________________________________________ ________________________________________________________________________
7. Territory: total area ___________________________________,
condition of the fence _________________________________,
landscaping area ______________________________________________
Are there environmentally hazardous industrial facilities in the immediate vicinity of the territory of the preschool educational institution __________________________
Signage has been updated traffic at the entrance to the preschool educational institution _____________________________________________________________
Preparedness of group areas, verandas, awnings and other equipment ________________________________________________,
the presence and condition of the garden - berry _________________________,
availability of a utility site and the condition of garbage bins _____,
availability of a garbage disposal agreement ________________________________
8. Building: general condition of the premises ___________________________;
repair quality:
capital ___________________________________________________;
current ____________________________________________________________;
artificial lighting, its condition _________________________;
daylight _________________________________________;
ventilation operation (transoms, in the catering unit - forced) ________;
the nature and condition of the heating system ______________________;
provision of a preschool institution with fuel (in % of the annual need), its storage __________________________________________;
the presence of an act of pressure testing of the heating system ___________________;
availability and condition of fire-fighting water supply and primary fire extinguishing equipment (fire hydrants, hoses, reservoirs and reservoirs, hand-held fire extinguishers, etc.) _____________________________________________;
availability of fire safety rules for general education schools, vocational schools, boarding schools, orphanages, pre-school and out-of-school and other educational institutions (07.89) ______________________;
availability of emergency exits _______________________________________;
availability of an evacuation plan in case of fire _____________________________;
Availability and supply status:
water ________________________________________________________,
gas ________________________________________________________________,
electricity _________________________________________________;
availability of sewerage _____________________________________________
9. Readiness of group rooms, their sanitary condition _____ _____________________________________________________________________;
organization of the drinking regimen ___________________________________;
type of lighting in the institution (fluorescent, diffused light, etc.) _______________________________________________________________ _______________________________________________________________________________;
availability of furniture, its condition and labeling ______________;
availability of bed linen, its condition, number of shifts _________________________________________________________________ _____________________________________________________________________;
provision with toys, didactic material _____________;
availability of specially equipped premises for the organization of training sessions _____________________________________________________;
state technical means(TV, computer, projector, etc.) _______________________________________________________________ _____________________________________________________________________;
sanitary and technical condition of the gym, outdoor sports grounds, equipment and inventory _____________________________;
room for music lessons, its readiness _____________________
10. Food unit: the quality of the repair carried out ____________________;
the presence of emergency titanium ______________________________________;
stove (what), its condition ___ _________________________________;
availability of an act on electrical measuring work (checking the condition of grounding and insulation of electrical networks, electrical equipment, testing and measuring the insulation resistance of electrical wires) ________ ___________________________________________________________________________;
condition of cutting tables _________________________________;
availability and condition of cutting boards, knives, their marking and storage ____________________________________________________________;
availability of dishwashers, their condition and number __________;
conditions for washing dishes and storing them, the availability of hot water ___________________________________________________________________________;
availability of dishes, its condition ___________________________;
pan washing, its equipment __________________________________;
potato peelers, their condition __________________________________;
number of meat grinders, their condition _____________________________;
availability and labeling of cleaning equipment _______________________
11. Storerooms: the quality of the repairs carried out ____________________;
storage of bulk products _____________________________________;
storage of perishable products (number of refrigerators, their condition) __________________________________________________________;
availability and condition of containers for the transportation of products (perishable, vegetables, bread, etc.) ______________________________
12. De-mode of a preschool institution: availability of disinfectants ________,
place of preparation ___________________, container __________________,
availability of pots __________, irons _____________________________,
Availability of vacuum cleaners for cleaning
provision of workers with overalls, place of its storage ________
13. First-aid post: its condition is ____________________________________;
the availability of the necessary medical equipment, its condition ___________________________________________________________________________;
storage of perishable medicines __________________ ___________________________________________________________________________;
availability of a room for a sick child ____________________________;
availability of medical documentation (medical books, timeliness of medical examinations, rejection log, sanitary log and operating instructions for medical equipment) ____________________________________________________________________________
14. New in the design and equipment of preschool educational institution __________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
15. Comments and proposals of the commission: _____________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
16. Conclusion of the commission on the readiness of the preschool educational institution for the new academic year ____________________________________ ________________________________________________________________________
The act was drawn up on _______ of ___________
Month _________ Year ________
Chairman of the commission: ___________________ Members of the commission: ___________________ ___________________ ___________________ ___________________
Notes.
2. The act of acceptance of the readiness of the preschool educational institution is drawn up in two copies. One act is sent to the higher OMA, the other remains in the institution.
3. The commission, as a rule, includes a representative of the administration of the district (city), the head of the OUO, the district (city) committee of the trade union, the representative of the State Sanitary and Epidemiological Supervision and the State Fire Supervision Service, the head of the preschool institution.
4. If the commission considers that a preschool educational institution cannot be accepted, it is necessary to formulate specific conditions for its acceptance.
6. "Satisfactory" and "Unsatisfactory" can be used as status assessments.
Article: "FGOS DOE AND PREPARING CHILDREN FOR SCHOOL"
“Raising a child really means raising the life in a child. The teacher should not educate the child, but the life in the child.”(Sh. Amonashvili.)
What is the Federal State Standard for Preschool Education?
Federal state standards installed in Russian Federation as required
Article 12 of the "Law on Education" and represent
a set of mandatory requirements for preschool education.
What are the requirements put forward by the GEF DOW?
The standard puts forward three groups of requirements:
Requirements for the structure of the educational program of preschool education;
Requirements for the conditions for the implementation of the educational program of preschool education.
Requirements for the results of mastering the educational program of preschool education.
That is distinctive feature Standard? For the first time in history, preschool childhood has become a special self-valuable level of education, the main goal of which is the formation of a successful personality.
The key setting of the standard is to support the diversity of childhood through the creation of conditions for the social situation of the assistance of adults and children for the development of the abilities of each child.
What should be a graduate of a preschool educational institution?
A child - a graduate of a preschool educational institution must have personal characteristics, among them initiative, independence, self-confidence, a positive attitude towards himself and others, a developed imagination, the ability to volitional efforts,
curiosity.
The main purpose of pre-school education is not preparation for school.
How will GEF ensure that children are prepared for school?
Not a child should be ready for school, but a school for a child! Children should be so at the exit from the kindergarten that they do not feel neurotic in the first grade, but are able to calmly adapt to school conditions and successfully assimilate educational program elementary school. At the same time, the school must be ready for different children. Children are always different and in these differences and diverse experiences of the first years of life lies the great potential of each child.
The purpose of the kindergarten is to develop the child emotionally, communicatively, physically and mentally. To form resistance to stress, to external and internal aggression, to form abilities, a desire to learn. At the same time, it should be borne in mind that today's children are not the same as they were yesterday.
Will preschoolers study like in school?
The child must learn through play. The first skills in drawing, singing, dancing, reading. Accounts and letters will enter the child's world of knowledge through the gates of children's play and others.
children's activities. Through play and experimentation, communication, children get to know the world around them. At the same time, the main thing is not to push forms on preschool education school life.
What is the involvement of parents?
Parents have the right to choose any form of education. These are private kindergartens, family ones, while they have the right “at any stage of education to continue their education in educational organization» Article 44 "Law on Education in the Russian Federation" "parents are obliged to ensure that their children receive a general education."
Annex 1
Working with parentsGoal: Creating conditions for the inclusion of parents of future
first-graders in the process of preparing a child for school.
Tasks:
Inform parents about the criteria for readiness of children for school.
Inform parents about the problems of first-graders (during the period of adaptation to school) and their causes.
Offer practical advice and advice on how to prepare your child for school.
Our children are one more year older. Now they
pupils of the preparatory group, the oldest in kindergarten.
Back to school soon! How the child's education will turn out in the first grade depends largely on our efforts. How the child will meet with the school will largely depend on what attitude he has towards school, what expectations will be formed. Formation of the desire to become disciples is enrichment general development preschooler, creating a positive psychological attitude to a new stage of life. A family's serious attitude towards preparing a child for school should be based on the desire to form in the child a desire to learn a lot and learn a lot, educating children in independence, interest in school, a friendly attitude towards others, self-confidence, the absence of fear to express their thoughts and ask questions, to show activity in communication with teachers.
What characterizes an independent child? The independence of the older preschooler is manifested in his ability and desire to act, in his readiness to seek answers to emerging questions. Independence is always associated with the manifestation of activity, initiative, elements of creativity.
An independent child is, first of all, a child who, as a result of the experience of successful activity, supported by the approval of others, feels confident. The whole situation of schooling (new requirements for the behavior and activities of the student, new rights, obligations, relationships) is based on the fact that during the years of preschool childhood the child has formed the foundations of independence, elements of self-regulation, organization. The ability to relatively independently solve accessible problems is the prerequisite for the social maturity required at school.
Experience shows that a first grader who does not have this quality developed experiences serious neuropsychic overload at school. A new environment, new requirements cause him a feeling of anxiety and self-doubt. The habit of constant guardianship of an adult, the performance model of behavior that has developed in such a child in preschool childhood, prevent him from entering the general rhythm of the class, make him helpless in completing assignments. Ill-conceived tactics of education, the desire of an adult, even with the best of intentions.
Constantly taking care of and helping the child in elementary matters in advance create serious difficulties for his learning. Adaptation to the school of such children is significantly delayed. Now we will dwell on the criteria for the readiness of children for school, that is, we will consider what should be characteristic of a child in order for him to be ready for school.
While we will disclose the content of each component of school readiness, please try to “try them on” for your child and decide what you need to pay attention to today so that your child is successful at school.
Readiness criteria:
1. physical
2. intelligent
3. social
4. motivational.
Physical readiness is such a level of development of all body systems at which daily study loads do not harm the child, do not cause him excessive stress and overwork. Each child has his own, well-defined, adaptive resource, and it is laid long before the child enters school. When choosing a school and school load, it is necessary to pay attention to the health group, the conclusions of doctors, and the child's illness.
Intellectual readiness- includes the baggage of the child's knowledge, the presence of special skills and abilities (the ability to compare, generalize, analyze, classify the information received, have enough high level development of the second signaling system, in other words, speech perception). Mental skills can also be expressed in the ability to read, count. However, a child who reads and even knows how to write is not necessarily well prepared for school. It is much more important to teach a preschooler a competent retelling, the ability to reason and think logically.
Social readiness is the mood of the child to work and
cooperation with other people, in particular adults, who have taken on the role of teacher-mentors. Having this component of readiness, the child may be attentive for 30-40 minutes, he can work in a team. Having got used to certain requirements, the manner of communication of teachers, children begin to demonstrate higher and more stable learning results.
Motivational readiness - implies a reasonable desire to go to school. In psychology, there are different motives for a child's readiness for school: playful, cognitive, social. A child with a play motive ("There are a lot of guys, and you can play with them") is not ready for school. The cognitive motive is characterized by the fact that the child wants to learn something new, interesting. This is the most optimal motive, having which, the child will be successful in the first grade and during the period of study in elementary school. The social motive is characterized by the fact that the child wants to acquire a new social status: to become a schoolboy, to have a portfolio, textbooks, school supplies, your workplace. But one should not start from the fact that only the cognitive motive is the most basic, and if the child does not have this motive, then he cannot go to school. By the way, elementary school teachers are focused on the game motive and in many respects their activities, and the learning process is carried out using game forms.
I offer you this dialogue...
Somehow three girls argued about which of them would be the best first grader.
I will be the best first grader, - says Lucy, - because my mother has already bought me a school bag.
No, I'll be the best first grader, - said Katya. - My mother sewed a uniform dress with a white apron for me.
No, I ... No, I, Lenochka argues with her friends. - I not only have a school bag and a pencil case, not only a uniform dress with a white apron, they gave me two more white ribbons in pigtails .... This dialogue shows not awareness, not readiness of girls for school.
The beginning of school life is a serious test for children, as it is associated with a drastic change in the whole way of life of the child. He must get used to:
- to a new teacher;
- to a new team;
- to new requirements;
- to daily duties.
And every child, without exception, goes through the process of adaptation to school (the process of adaptation). And naturally, the more the child has the necessary skills, qualities, the faster he will be able to adapt. But for some children, the school requirements are too difficult, and the routine is too strict. For them, the period of adaptation to school can be traumatic. What are the problems facing first graders at this time? Where do these difficulties come from? And can they be avoided? Many difficulties can be avoided if you pay attention to them in time.
Most of the sources of possible school difficulties and
troubles are often hidden in preschool childhood. Causes:
Parents of a child under 6-7 years of age:
- not so often they pay attention to the development of the baby (“Yes, he still has time to learn, there is a school for this!”),
- do not pay attention to the peculiarities of his communication with surrounding adults and peers (“it will pass with time ...”),
- the presence or absence of a desire to learn (“gets involved,
grow up, you look, and everything will pass"),
- do not teach the child to manage their emotions, actions, obey the requirements the first time.
As a result, children do not appear to have formed important components of school readiness.
What you need to know and be able to a child entering school:
1. Your first name, patronymic and last name.
2. Your age (preferably date of birth).
3. Your home address.
4. Your city, its main attractions.
5. The country in which he lives.
6. Surname, name, patronymic of parents, their profession.
7. Seasons (sequence, months, main signs of each season, riddles and poems about the seasons).
8. Domestic animals and their cubs.
9. Wild animals of our forests, hot countries, the North, their habits, cubs.
10. Transport land, water, air.
11. Distinguish clothes, shoes and hats; wintering and migratory birds; vegetables, fruits and berries.
12. Know and be able to tell Russian folk tales.
13. Distinguish and correctly name planar geometric figures: circle, square, rectangle, triangle, oval.
14. Freely navigate in space and on a sheet of paper (right - left-hand side, top, bottom, etc.)
15. Be able to fully and consistently retell the listened story, compose, come up with a story from the picture.
16. Distinguish between vowels and consonants.
17. Divide words into syllables according to the number of vowels.
18. Good command of scissors (cut strips, squares, circles, rectangles, triangles, ovals, cut an object along the contour).
19. Use a pencil: draw vertical and horizontal lines without a ruler, draw geometric shapes, animals, people, various objects based on geometric shapes, carefully paint over, hatch with a pencil, without going beyond the contours of objects.
Preparing children for writing begins long before the child enters school. IN preparatory group this is given special attention.
Preparation for writing involves the development in children:
fine motor skills fingers (for this purpose, it is necessary to teach children to perform a variety of practical tasks, create crafts using various tools, in the process of which such qualities as the accuracy of arbitrary hand movements, eye, accuracy, attention, concentration develop).
Spatial orientation, in particular, on a sheet of paper, as well as in general directions of movement (left to right, top to bottom, forward - backward, etc.).
Visual and graphic skills in the process of visual activity, as well as with the help of graphic exercises.
Coloring has a positive effect on the preparation of the hand for writing. For this purpose, you can use ready-made coloring books. When performing such tasks at home, it is necessary to pay the child's attention to the fact that the image is painted over carefully enough, evenly and accurately.
Helps the development of graphic skills performing various tasks related to hatching. Hatching is performed under the guidance of an adult. Mom or dad show how to draw strokes, control the parallelism of the lines, their direction, the distance between them. For hatching exercises, you can use ready-made stencils depicting objects.
20. Freely count up to 20 and back, perform counting operations within 20. Correlate the number of objects and the number. Learn the composition of numbers: 2, 3, 4, 5. Read the simplest mathematical records.
21. Be able to listen carefully, without being distracted.
22. Maintain a slender, good posture, especially when sitting.
Tips for parents:
Develop perseverance, diligence of the child, the ability to bring things to the end
Form his mental abilities, observation, inquisitiveness, interest in knowing the environment. Make riddles for your child, make them together with him, conduct elementary experiments. Let the child talk aloud.
If possible, do not give the child ready-made answers, make him think, explore.
Put the child in front of problem situations, for example, invite him to find out why yesterday it was possible to sculpt a snowman out of snow, but not today.
Talk about the books you read, try to find out how the child understood their content, whether he was able to delve into causality events, correctly assessed the actions actors whether he is able to prove why he condemns some heroes and approves others.
Be attentive to the child's complaints.
Teach your child to keep their belongings in order.
Do not scare your child with difficulties and failures at school.
Teach your child the right way to deal with failure.
Help your child gain a sense of self-confidence.
Teach your child to be independent.
Teach your child to feel and be surprised, encourage his curiosity.
Strive to make every moment of communication with the child useful.
Natalia Sorogina
Report "The degree of readiness of the pupil of the preschool educational institution for school" at the parent meeting
REPORT ON THE TOPIC: « DEGREE OF READINESS OF THE STUDENT OF THE DOE FOR SCHOOL» on parent meeting
Today we are with you gathered for that to talk a little about what awaits you in the near future. ABOUT school, O preparation for school. Preparation for school is a multifaceted process. And it should be noted that you should start working with children not only immediately before entering school, but far before that, from the younger preschool age. And not only on special classes, but also in the independent activities of children - in games, in work, communication with adults and peers
stand out different types school readiness:
Psychological readiness
Physical readiness: health status, physical development, development of small muscle groups, development of basic movements
First of all, let's talk first about the general psychological maturity which the child must have before school, and then about the amount of knowledge and skills that he should have.
Psychological maturity is divided into three aspect:
1 Social,
2 emotional,
3 Intelligent.
1. Social maturity implies the need to communicate with peers, the ability to adapt in children's groups, understanding the requirements of the teacher and performing the functions of the student.
2. Emotional maturity is manifested in the reaction of the baby to certain events. In the ability to perform a not very attractive job for a long time. Skills of behavior in stressful situations should be developed.
3. Intellectual maturity is the ability to concentrate attention, establish connections between phenomena and events, the possibility of logical memorization, the ability reproduce a sample, the development of fine movements and coordination.
The child must have the desire to become schoolboy, to carry out serious activities, to study. But this appears in children only towards the end. preschool age and is associated with another crisis mental development. The child psychologically outgrows the game, and the situation schoolboy performs for him, as a step towards adulthood, and study as a responsible matter, to which everyone treats with respect.
And at this stage, it is important that you, parents who are an authority for their child in everything, both in actions and in words, did not allow negative conversations in the presence of a child about school, O schooling about how difficult it is for children to study now. Such conversations may have a negative impact in the future.
But if we describe school only in rosy tones, then a collision with reality can cause such strong disappointment that he may have a sharply negative attitude towards school. Therefore, it is important to find the edge that will be for the benefit of the child.
An important aspect of the psychological school readiness is also an emotional-volitional readiness:
The ability to control your behavior
Ability to organize the workplace and maintain order
Striving to overcome difficulties
The desire to achieve the result of their activities.
moral and volitional quality:
perseverance,
diligence,
perseverance,
Discipline
Attention
Curiosity, etc.
Of course, it will depend on these qualities whether the child will study with pleasure or study will turn into a heavy burden for him.
And right now it is necessary to develop these qualities.
An important task before parents and educators- to teach the child to bring the work begun to the end, let it be labor or drawing, it does not matter. This requires certain conditions: Nothing should distract him. Much depends on how children prepare your workplace. For example, if a child sat down to draw, but did not cooked everything you need in advance, it will be constantly be distracted: you need to sharpen pencils, pick up the appropriate sheet ... As a result, the child loses interest in the plan, wastes time, or even leaves the case unfinished.
The attitude of adults to the affairs of children is of great importance. If a child sees an attentive, benevolent, but at the same time demanding attitude towards the results of his activity, then he himself treats it with responsibility.
(FGOS) preschool education fundamentally change the view, approach, system of work on preschool education. preschool education should reach a higher level.
Federal state educational standard (FGOS) preschool education determines "portrait" a graduate of a preschool educational institution, and, consequently, a future first grader. The emphasis on knowledge and skills in it is shifted to the level of general culture, the presence of qualities, "ensuring social success".
In order to release in school comprehensively developed graduates, we must, during the entire stay of the child in preschool, gradually, step by step to develop them and upbringing.
So what should we ultimately strive for, what results should the child achieve
Physically developed, having mastered the basic cultural and hygienic skills The child has formed the basic physical qualities and the need for physical activity. Independently performs age-appropriate hygiene procedures, observes elementary rules healthy lifestyle life.
Inquisitive, active, interested in new, unknown in the surrounding world Interested in new, unknown in the surrounding world (the world of objects and things, the world of relations and inner world) . Asks questions to an adult, likes to experiment. Able to act independently (V Everyday life, in various types of children's activities). When in trouble, seek help from an adult. Takes a lively, interested part in the educational process.
Emotionally responsive preschooler responds to the emotions of loved ones and friends. Empathizes with the characters of fairy tales, stories, stories. Emotionally reacts to works visual arts, musical and works of art, natural world.
Having mastered the means of communication and ways of interacting with adults and peers The child adequately uses verbal and non-verbal means of communication, owns dialogical speech and constructive ways of interacting with children and adults (negotiates, exchanges objects, distributes actions in cooperation).
Able to manage their behavior and plan their actions aimed at achieving a specific goal A child based on primary value ideas, observing elementary generally accepted norms and rules of behavior. The behavior of the child is mainly determined not by momentary desires and needs, but by the requirements of adults and primary value ideas about "What is good and what is bad". The child is able to plan his actions aimed at achieving a specific goal. Complies with the rules of behavior on the street (traffic rules, in public places (transport, shop, clinic, theater, etc.)
Able to solve intellectual and personal problems (problems appropriate for age) The child can apply independently acquired knowledge and methods of activity to solve new problems (problems posed by both adults and himself; depending on the situation, he can transform ways of solving problems (problems). The child is able to offer his own idea and translate it into a drawing, building, story, etc.
Having primary ideas about himself, family, society, state, world and nature The child has an idea about himself, his own belonging and belonging of other people to a certain gender; about the composition of the family, kinship and relationships, the distribution of family responsibilities, family traditions; about society, its cultural values; about the state and belonging to it; about the world.
mastered universal premises learning activities Possessing the ability to work according to the rule and model, listen to an adult and follow his instructions.
Having mastered the necessary skills and abilities The child has formed the skills and abilities necessary for the implementation various kinds children's activities.
So, what else should a child be able to do when going to school:
1. Understand and accurately complete the tasks of an adult from 5-6 teams.
2. Act according to the model.
3. Act at a given pace, without errors, first under dictation, and then independently, for 4-5 minutes (for example, an adult asks to draw a pattern from figures: circle-square-circle-square, and then the child continues to draw the pattern for some time).
4. See cause-and-effect relationships between phenomena.
5. Attentively, without being distracted, listen or engage in monotonous activities for 30-35 minutes.
6. Remember and name shapes, words, pictures, symbols, numbers from memory (6-10 pieces).
7. Maintain correct posture while sitting at a desk for 30-35 minutes.
8. Perform basic physical exercises (squats, jumps, bends, etc., play simple sports games.
9. Feel free to be in a team of children and adults.
10. Be able to communicate politely with adults: greet ( "Hello", but not "Hello" or "Hello", say goodbye, do not interrupt, correctly ask for help (say "Please") and thank for the help provided, apologize if necessary.
11. For a boy - let girls and women go forward, open the door for them, help. For a girl - to respond correctly to the aggressive behavior of boys (when they pull pigtails, push, take things away).
12. Talk calmly, without shouting and unnecessary emotions.
13. Monitor the accuracy of your appearance and cleanliness of personal belongings (add to the list of necessary things for schoolboy paper towels and wet wipes). Wash hands with soap after walking and going to the toilet, before eating. Comb your hair, brush your teeth, use a handkerchief.
14. Navigate in time.
15. Seek medical attention if necessary.
16. Be able to make picture stories from more than five sentences, using adverbs, adjectives and complex sentences.
17. Be able to memorize poems and know a few by heart.
18. Change nouns by numbers.
19. Have good coordination. Be able to draw and color pictures.
20. Be able to generalize, call a group of objects in one word.
List of requirements for modern first grader is, of course, impressive. But in fact, thousands of children come to school, having absolutely different level preschool and start learning. Parents need to understand, What a large number of knowledge acquired before schoolwork are not yet the key to success. The main thing is psychological readiness child to study and the desire to acquire new knowledge. Train, test and "train" you can, but try to do it without fanaticism. Believe in the success of your future first-grader and instill this confidence in him!
