Can kindergarten read

Kindergarten reading Reading | GreatSchools.org

If learning to read is like building a skyscraper, then kindergarten is the year to construct the most solid foundation possible. As part of that foundation, kindergartners will be working on the five pillars of kindergarten reading: understanding the relationship between sounds and words (phonetics), reading fluently, understanding what they read, expanding vocabulary, and building knowledge.

All about the alphabet

This year, your kindergartner will be expected to recognize all 26 lowercase and uppercase letters — as well as their sounds. They should be able to identify which letters are different in similar words (e.g. map, lap, tap). They should also know that spoken words represent a sequence of letters.

Left to right, up to down, front to back

Kindergartners need to learn the reading rules: that you start at the top of the page and going downwards, you read from left to right, and page by page. By the end of the year, students also need to become familiar with parts of a book, such as the front cover, the back cover, and the title page.

Related: Learn one simple way to boost your child’s reading skills.

Word sense and rhymes

Word play helps kindergartners understand how words are broken into individual syllables and how words with similar endings rhyme. The more exposure kindergartners get to how syllables and words work together, the more they’ll build their word knowledge.

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All year long, kindergartners are working on what’s known as “decoding” skills — deciphering the meanings of words and phrases within the context of what they’re reading. And when your child asks you to read their favorite book over and over (and over) again? Take heart! Your clever kindergartner is practicing decoding without even knowing it!

Related: Watch our Milestone video Does your kindergartner “decode” like this?

Finally, with the help of adults, kindergartners are learning to make connections between words and their nuances, so they can sort them into categories (e. g. shapes and colors) and figure out antonyms, a fancy way of saying opposites (e.g. open/close, hot/cold). This year, they’ll even be deciphering shades of meaning between words. Tip: Have your child act out similar words. What does it look like to march, strut, walk, and stroll? What does it look like to cry, sob, and howl?

Mastering common words

According to the Reading Teacher’s Book of Lists, about half of all reading texts are made up of the same 100 words! Here’s something even more remarkable about these wonder words: most kindergartners will know all of them by the end of the year. To that end, many kindergarten teachers will send their students home with lists of these high-frequency words (e.g. at, be, of, and to). Your child will also need to learn sight words — words that can’t be easily sounded out or illustrated with a text (e.g. good, out). When it comes to sight words, memorization is key, since using phonics or decoding skills don’t often work for these short, common, but often oddly spelled words. (How does one sound out “the” anyway?) Tip: Word lists are perfect for the refrigerator, where you can playfully quiz your kindergartner before dinnertime.

Exploring fiction and nonfiction

While reading with your child, start asking: is this real or imaginary? The goal is for kindergartners to split their time between stories and information (think: dinosaurs, trees, and starfish) while learning the differences between the two types of text. By the end of kindergarten, your child should be able to recognize stories and poems and find the name of a book’s author and illustrator with the understanding that the author wrote the words and the illustrator drew the pictures — whether the book is a true story or a truly fantastic tale.

Related: Check out our lists of classic childhood favorites and history books for kindergartners.

Building a knowledge bank

Kindergartners need to grow their understanding of the world by integrating new information into what they already know. Think of it as your kindergartner opening a knowledge bank account and filling it with accumulated information.

Related: Watch our Milestones video Does your kindergartner read to learn like this?

Key skills that will help your kindergartner build knowledge include being able to retell familiar stories; identify characters, setting, and major events in a story; and compare and contrast characters and events in different stories.

What does this sound like? It’s your 5-year-old explaining that Harold in Harold and the Purple Crayon had an amazing adventure because of what he imagined. It’s your T-rex lover understanding dinosaurs were real, but now don’t exist. The key is getting kindergartners understanding and thinking about the big ideas they learn when they read — and taking that information with them as they grow.

Show me the evidence!

In kindergarten, this really just means finding — and literally pointing to — answers to questions. Your child could show evidence by flipping through the pages and finding the words — or the picture of the scene you asked about.

Related: Watch our Milestones video Does your kindergartner show understanding like this?

Your child’s teacher will emphasize evidence in different ways this year, but the main skills are:

• Asking and answering questions about details in books and showing exactly where those answers show up in the text or illustrations.
• Being able to discern a book’s main point and using the text or images to show how the author makes this point.
• Connect a book’s illustrations to the exact words they illustrate.

Teaching children to read isn’t easy. How do kids actually learn to read?

Teaching kids to read isn’t easy; educators often feel strongly about what they think is the “right” way to teach this essential skill. Though teachers’ approaches may differ, the research is pretty clear on how best to help kids learn to read. Here’s what parents should look for in their children’s classroom.

How do kids actually learn how to read?

Research shows kids learn to read when they are able to identify letters or combinations of letters and connect those letters to sounds. There’s more to it, of course, like attaching meaning to words and phrases, but phonemic awareness (understanding sounds in spoken words) and an understanding of phonics (knowing that letters in print correspond to sounds) are the most basic first steps to becoming a reader.

If children can’t master phonics, they are more likely to struggle to read. That’s why researchers say explicit, systematic instruction in phonics is important: Teachers must lead students step by step through a specific sequence of letters and sounds. Kids who learn how to decode words can then apply that skill to more challenging words and ultimately read with fluency. Some kids may not need much help with phonics, especially as they get older, but experts say phonics instruction can be essential for young children and struggling readers “We don’t know how much phonics each kid needs,” said Anders Rasmussen, principal of Wood Road Elementary School in Ballston Spa, New York, who recently led the transformation of his schools’ reading program to a research-based, structured approach. “But we know no kid is hurt by getting too much of it.”

How should your child’s school teach reading?

Timothy Shanahan, a professor emeritus at the University of Illinois at Chicago and an expert on reading instruction, said phonics are important in kindergarten through second grade and phonemic awareness should be explicitly taught in kindergarten and first grade. This view has been underscored by experts in recent years as the debate over reading instruction has intensified. But teaching kids how to read should include more than phonics, said Shanahan. They should also be exposed to oral reading, reading comprehension and writing.

The wars over how to teach reading are back. Here’s the four things you need to know.

Wiley Blevins, an author and expert on phonics, said a good test parents can use to determine whether a child is receiving research-based reading instruction is to ask their child’s teacher how reading is taught. “They should be able to tell you something more than ‘by reading lots of books’ and ‘developing a love of reading.’ ” Blevins said. Along with time dedicated to teaching phonics, Blevins said children should participate in read-alouds with their teacher to build vocabulary and content knowledge. “These read-alouds must involve interactive conversations to engage students in thinking about the content and using the vocabulary,” he said. “Too often, when time is limited, the daily read-alouds are the first thing left out of the reading time. We undervalue its impact on reading growth and must change that. ”

Rasmussen’s school uses a structured approach: Children receive lessons in phonemic awareness, phonics, pre-writing and writing, vocabulary and repeated readings. Research shows this type of “systematic and intensive” approach in several aspects of literacy can turn children who struggle to read into average or above-average readers.

What should schools avoid when teaching reading?

Educators and experts say kids should be encouraged to sound out words, instead of guessing. “We really want to make sure that no kid is guessing,” Rasmussen said. “You really want … your own kid sounding out words and blending words from the earliest level on.” That means children are not told to guess an unfamiliar word by looking at a picture in the book, for example. As children encounter more challenging texts in later grades, avoiding reliance on visual cues also supports fluent reading. “When they get to ninth grade and they have to read “Of Mice and Men,” there are no picture cues,” Rasmussen said.

Related: Teacher Voice: We need phonics, along with other supports, for reading

Blevins and Shanahan caution against organizing books by different reading levels and keeping students at one level until they read with enough fluency to move up to the next level. Although many people may think keeping students at one level will help prevent them from getting frustrated and discouraged by difficult texts, research shows that students actually learn more when they are challenged by reading materials.

Blevins said reliance on “leveled books” can contribute to “a bad habit in readers.” Because students can’t sound out many of the words, they rely on memorizing repeated words and sentence patterns, or on using picture clues to guess words. Rasmussen said making kids stick with one reading level — and, especially, consistently giving some kids texts that are below grade level, rather than giving them supports to bring them to grade level — can also lead to larger gaps in reading ability.

How do I know if a reading curriculum is effective?

Some reading curricula cover more aspects of literacy than others. While almost all programs have some research-based components, the structure of a program can make a big difference, said Rasmussen. Watching children read is the best way to tell if they are receiving proper instruction — explicit, systematic instruction in phonics to establish a foundation for reading, coupled with the use of grade-level texts, offered to all kids.

Parents who are curious about what’s included in the curriculum in their child’s classroom can find sources online, like a chart included in an article by Readingrockets.org which summarizes the various aspects of literacy, including phonics, writing and comprehension strategies, in some of the most popular reading curricula.

Blevins also suggested some questions parents can ask their child’s teacher:

• What is your phonics scope and sequence?

“If research-based, the curriculum must have a clearly defined phonics scope and sequence that serves as the spine of the instruction. ” Blevins said.

• Do you have decodable readers (short books with words composed of the letters and sounds students are learning) to practice phonics?

“If no decodable or phonics readers are used, students are unlikely to get the amount of practice and application to get to mastery so they can then transfer these skills to all reading and writing experiences,” Blevins said. “If teachers say they are using leveled books, ask how many words can students sound out based on the phonics skills (teachers) have taught … Can these words be fully sounded out based on the phonics skills you taught or are children only using pieces of the word? They should be fully sounding out the words — not using just the first or first and last letters and guessing at the rest.”

• What are you doing to build students’ vocabulary and background knowledge? How frequent is this instruction? How much time is spent each day doing this?

“It should be a lot,” Blevins said, “and much of it happens during read-alouds, especially informational texts, and science and social studies lessons. ”

• Is the research used to support your reading curriculum just about the actual materials, or does it draw from a larger body of research on how children learn to read? How does it connect to the science of reading?

Teachers should be able to answer these questions, said Blevins.

What should I do if my child isn’t progressing in reading?

When a child isn’t progressing, Blevins said, the key is to find out why. “Is it a learning challenge or is your child a curriculum casualty? This is a tough one.” Blevins suggested that parents of kindergarteners and first graders ask their child’s school to test the child’s phonemic awareness, phonics and fluency.

Parents of older children should ask for a test of vocabulary. “These tests will locate some underlying issues as to why your child is struggling reading and understanding what they read,” Blevins said. “Once underlying issues are found, they can be systematically addressed. ”

“We don’t know how much phonics each kid needs. But we know no kid is hurt by getting too much of it.”

Anders Rasmussen, principal of Wood Road Elementary School in Ballston Spa, New York

Rasmussen recommended parents work with their school if they are concerned about their children’s progress. By sitting and reading with their children, parents can see the kind of literacy instruction the kids are receiving. If children are trying to guess based on pictures, parents can talk to teachers about increasing phonics instruction.

“Teachers aren’t there doing necessarily bad things or disadvantaging kids purposefully or willfully,” Rasmussen said. “You have many great reading teachers using some effective strategies and some ineffective strategies.”

What can parents do at home to help their children learn to read?

Parents want to help their kids learn how to read but don’t want to push them to the point where they hate reading. “Parents at home can fall into the trap of thinking this is about drilling their kid,” said Cindy Jiban, a former educator and current principal academic lead at NWEA, a research-based non-profit focused on assessments and professional learning opportunities. “This is unfortunate,” Jiban said. “It sets up a parent-child interaction that makes it, ‘Ugh, there’s this thing that’s not fun.’” Instead, Jiban advises making decoding playful. Here are some ideas:

• Challenge kids to find everything in the house that starts with a specific sound.
• Stretch out one word in a sentence. Ask your child to “pass the salt” but say the individual sounds in the word “salt” instead of the word itself.
• Ask your child to figure out what every family member’s name would be if it started with a “b” sound.
• Sing that annoying “Banana fana fo fanna song.” Jiban said that kind of playful activity can actually help a kid think about the sounds that correspond with letters even if they’re not looking at a letter right in front of them.
• Read your child’s favorite book over and over again. For books that children know well, Jiban suggests that children use their finger to follow along as each word is read. Parents can do the same, or come up with another strategy to help kids follow which words they’re reading on a page.

Giving a child diverse experiences that seem to have nothing to do with reading can also help a child’s reading ability. By having a variety of experiences, Rasmussen said, children will be able to apply their own knowledge to better comprehend texts about various topics.

This story about teaching children to read was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s newsletter.

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Reading, counting and writing lessons will disappear in kindergartens: Society: Oblgazeta

Russia's first federal standards for preschool education will soon appear. The reform after universities and schools reached kindergartens. What awaits children and their parents? We asked this question to the specialists of the Sverdlovsk Regional Institute for the Development of Education, who participated in the development of this important document.

Recently had an argument with a colleague, discussing the preparation of their offspring for school. Very often, already in September in the first grade, children are required to be able not only to count to ten, but also to read tasks in the textbook themselves. And that is why I decided to take up the education of my daughters in advance. And what? Let them work hard while they go to kindergarten, but it will be easier at school. My colleague categorically disagreed with me: “Let the child have a childhood! Not children for school, but school for children.”

As it turned out, my interlocutor unknowingly paraphrased Alexander Asmolov, academician, Doctor of Psychology, professor at the Federal Institute for the Development of Education, who led the group of developers of the preschool education standard. He formulates the main theses of the document: “childhood for the sake of childhood, and not for the sake of preparing for school” and “not a child should prepare for school, but a school should prepare for a child.”

Children should be taught to read, write and count in the first grade, and not in kindergarten, Yury Biktuganov, Minister of General and Vocational Education of the Sverdlovsk Region, explained to OG. All the necessary knowledge will be given to children at school. Under the new standards, preschoolers do not have to take any final tests or subject knowledge exams. The main thing that preschool education should give is the qualities that can ensure his successful studies at school the ability to fix attention, developed speech, curiosity, the desire to learn new things. It is very important that the preschooler has correctly formed moral and ethical guidelines. In addition, one of the main areas of the new standard is the development of physical activity and general health of the child.

Alexander Asmolov believes that the cultural socialization of the child is needed, his familiarization with the best humanistic examples of culture through play and communication. One of the objectives of the standard for kindergartens is to protect childhood from "adulthood". If a girl has not played enough with dolls, and a boy with cars while going to kindergarten, they will never be able to catch up, the developers of the standard explain. Play is the main activity of a preschooler. By seating the kids at their desks, adults do not allow them to develop in the way that nature should.

Unfortunately, usually parents consider the game to be entertainment, leisure, a waste of time, says Olga Tolstikova, Associate Professor of the Department of Pedagogy and Psychology of the Sverdlovsk Regional Institute for the Development of Education. But a game for a child spontaneous, unpredictable, active testing of oneself or the subject of the game, a riddle, improvisation, surprise, surprise... Such an activity is very important because it gives the child the opportunity to try himself, take the initiative, make some kind of choice and, accordingly, be responsible for it. The game has a positive effect on the formation of independence, initiative and personality of a person. No classes can replace the developmental effect that a free, independent, initiative game brings. When a teacher constantly leads children from one lesson to another, constantly leads and controls, and the children themselves do not choose anything, do not come up with independent activities, they do not feel their independence, activity, independence. Namely, from this a personality, self-consciousness and a responsible position are born.

How do you prepare for school? I was puzzled.

Preparing for school not early study of the first grade program, learning to read, write and count, explains Tolstikova. The presence of knowledge in itself does not at all determine the success of learning, it is much more important that the child is able to independently obtain and apply it. Therefore, the best preparation for school is the formation in a child of the qualities necessary for a school desk: curiosity, initiative, arbitrariness, independence, creative self-expression, the presence of cognitive and social motives for learning. A preschooler should be able to fantasize, imagine and work according to the model, be able to obey different rules and social norms. He must have developed the ability to make strong-willed efforts, the ability to negotiate, take into account the interests and feelings of others. Tomorrow's schoolboy knows how to choose his occupation and participants in joint activities.

The teacher says that the form of "training" classes in the kindergarten is unacceptable this contradicts the logic of child development. The education of a preschooler is socialization and individualization of development, not learning. And preschool childhood is not only preparation for school, it is ... life itself. Having received all these explanations, I decided not to pester my preschool daughters to “do their homework” anymore. Of course, I will not stop teaching them to read or solve problems, I will only do it in a different form. Let them play more, since it is so useful for development :)

By the way

60 percent of the standard is mandatory for all of Russia. This is a comprehensive approach that ensures the development of children in social, communicative, cognitive, artistic, aesthetic and physical development. The remaining 40 percent is a variable part that each kindergarten sets, taking into account the area where it is located, the specifics of national, sociocultural, economic conditions, individual needs and expectations of parents.

The Ministry of General and Vocational Education of the Sverdlovsk Region told OG that in order to prepare kindergarten teachers for the introduction of new standards for preschool education, mass professional development is planned in various forms and work as close as possible to the place. That is, it is not planned to separate educators from children for a long time. In addition, new state assignments have already been formed for all pedagogical colleges in the region, taking into account the new Federal State Educational Standard

Olga Viktorovna Tolstikova, Associate Professor of the Department of Pedagogy and Psychology of the State Autonomous Educational Institution of Additional Professional Education, the Sverdlovsk Regional Institute for the Development of Education, answers the questions of the OG correspondent.

What is the difference between the federal standard and the current regulatory framework?

There are federal state requirements, represented by two groups of requirements: requirements for the structure of the program, which determine the required minimum content of preschool education, and requirements for the conditions for the implementation of this program. Now we do not have a goal-setting thing that will appear in connection with the standard, I mean the requirements for the results of preschool education.

But these will not be requirements for a preschool child, "you must." It is we, adults, who must create such psychological and pedagogical, personnel, material and technical conditions, conditions of the subject-spatial environment that would contribute to its development. This approach to evaluating the result of mastering the program by children is defined in accordance with the specifics of preschool childhood (flexibility, plasticity of a child’s development, a wide range of options for its development, its immediacy and involuntariness), as well as systemic features of preschool education (optional level of preschool education in the Russian Federation, lack of opportunity imputing to the child any responsibility for the result), make unlawful the demands from a preschool child of specific educational achievements. Unlike other standards, the Federal State Educational Standard of preschool education is not the basis for assessing compliance with the established requirements of educational activities and training of students. The development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students. There are no numbers in the preschool education standard. There are no curricula, there are no compulsory and optional subjects, which annoyed the parent community so much when discussing the school standard, there is only a percentage of the compulsory (60%) and variable part (40%), i.e. part formed by the participants of educational relations.

The compulsory part of the Program assumes a comprehensive approach, ensuring the development of children in all five complementary educational areas: social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development.

The variable part of the program is designed to ensure that each institution can and should have its own program, taking into account the specifics of national, sociocultural, economic conditions, the area where it is located, the individual needs of citizens, their expectations from this institution. It is made up of educational programs of various directions, chosen by the participants in educational relations from among partial and other programs and / or created by them independently. This part of the program, formed by participants in educational relations, must take into account the educational needs and interests of pupils, their families and teachers.

There is one fundamentally important point in the draft preschool education standard the program is implemented during the entire time the pupils are in kindergarten.

In addition, the draft standard defines the requirements for the conditions for the implementation of an educational program in kindergarten, which include requirements for psychological and pedagogical personnel, material and technical and financial conditions, as well as for a developing subject-spatial environment and are aimed at creating an educational environment and the social situation of development for all participants in educational relations (child, teacher, parent).

What should a child be taught in kindergarten? How should it be done?

Article 2 of the Federal Law "On Education in the Russian Federation" introduces the concept of "educational activity" (activities for the implementation of educational programs), which previously included holding several classes during the day. At present, joint educational activities are considered as directly educational activities, activities in regime moments, interaction with families of children to implement the tasks of the main educational program of preschool education.

For many years, a single form of educational work with children has prevailed in preschool institutions lesson (learning activity). Teachers, and parents as well, have always perceived the regular conduct of classes in kindergarten as something obligatory, due, as the only form of teaching children that is familiar to them. The organization of classes was more often carried out in the school educational model, even if the teacher used game techniques. A serious mistake of kindergarten teachers is ignoring the use of a full-fledged, multi-species game, cognitive, research activity. Both in the provisions of the FGT and in the provisions of the Federal State Educational Standard: the activity of the preschool educational institution, regulated by the type of training, does not correspond to the age and mental characteristics of a child of preschool age.

Since 2010, the federal state requirements have established: "... solving program educational tasks in the joint activities of an adult and children and independent activities of children not only within the framework of directly educational activities, but also during regime moments ..." in accordance with the specifics education of preschool children. At present, the educator plans and organizes flexible and interesting activities with children in various forms (observation, excursion, drawing, modeling, experiment, research activity, project activity, reading with subsequent discussion, theatricalization, creative workshop, etc. ) , where the lesson stands in line with other forms of work with children, and the game is recognized as the main one of them. Unfortunately, the game is most often considered by parents as entertainment, that is, just leisure, as an excess element, as a waste of time, while teachers, mainly, as a means of learning. But a game for a child is always spontaneous, unpredictable, active testing of oneself or the subject of the game, it is always some kind of riddle, improvisation, surprise, surprise. Even if this game is played according to strictly defined rules, it is still unclear who wins, and the intrigue of the game is how it all ends, what will happen next. This distinguishes play from any other activity. Such activity is very important because it gives the child the opportunity to try himself, take the initiative, make some choice and, accordingly, bear some responsibility for him. The game, in the broad sense of the word, covers a lot of children's activities and has a positive impact on the development of independence, initiative and personality of a person. And all classes cannot replace the developing effect that a free, independent, initiative game brings. When a teacher constantly leads children from one lesson to another, constantly leads and controls, and the children themselves do not choose anything, do not come up with independent activities, they do not feel their independence, activity, independence. Namely, from this a personality, self-consciousness and a responsible position are born.

And if we talk about the lesson as a form of work with children, then in their organization a modern teacher needs to abandon the explanatory and illustrative method, making the transition to an active-activity method in teaching and educating preschoolers; you should take into account the patterns of development of a child of preschool age, adapt to his level and individual characteristics; move to activity-developing technologies that form a wide range of personal qualities, which will then form the "golden fund" of a mature personality (A. V. Zaporozhets) and ensure their successful entry into school life, which is associated with the organization of various types of children's activities that are significant for a child and have a serious emotional component. In the process of such activities, children develop arbitrariness (the ability to control their behavior), imagination, imaginative thinking, communicative speech, free communication with both children and adults, without which it is impossible to expect a painless transition of children to new conditions and a gradual entry into the educational environment. activity.

Each child develops and grows in his own way, he has a special temperament, style of perception and his own family. These individual differences must be taken into account both in the program and in the relationship between children and adults. The child learns as a result of the interaction of his own thoughts and experiences with materials, ideas and people. This practice should be suitable for his age and at the same time activate his interest and understanding.

If classes are conducted with children without regard to their level of development, children fail and experience frustration. However, classes should not be made too simple; they should be exactly the level of complexity that corresponds to the current stage of development of a particular child.

In order to ensure that the activities conducted with children correspond to their individual and age characteristics, educators must constantly monitor each child in order to identify his abilities, needs, interests, temperament and style of perception. Educators should respect the ideas of the children and use those ideas to build the program. They should interact with children in their play and other activities, set an example of an attentive and responsive attitude towards others; record and evaluate your observations; use your observations when planning and for individualizing work with children. In an environment where children are oriented towards the realization of their own interests, children develop a sense of self-worth and initiative.

We are faced with an important problem of developing readiness among teachers and leaders of preschool institutions to solve new problems in the context of modernizing education, developing in them such abilities as the ability to see a potentially successful personality in every child, to ensure success in activities for each child, which will allow them organize the educational process taking into account an individual approach, turn the educational task into a personally significant one for the child. An essential part of the advanced training and retraining program should be the training of teachers in specially developed technologies for evaluating the process and results of their activities, the ability to independently improve it, generalize and present their work experience.

Should kindergarteners be taught to read, count and write?

Preparing for school, by parents in the first place, continues to be considered as an earlier study of the first grade program, comes down to the formation of narrowly subject knowledge and skills (be able to read, write, count, etc. ).

In this case, the continuity between preschool and primary school age is determined not by whether the future student has developed the qualities necessary for the implementation of a new activity, whether its prerequisites have been formed, but by the presence or absence of certain knowledge in academic subjects.

However, numerous studies by psychologists and teachers show that the presence of knowledge in itself does not determine the success of learning, it is much more important that the child is able to acquire and apply it independently. Therefore, the leading goal of preparing for school, both in the conditions of a kindergarten and a family, should be the formation in a preschooler of the qualities necessary for mastering educational activities curiosity, initiative, arbitrariness, independence, creative self-expression of the child, the presence of cognitive and social motives for learning; the ability to fantasize, imagine; ability to work according to the model; the ability to obey various rules and social norms, including the rules of safe behavior, listen to an adult and follow his instructions; the ability to make volitional efforts, the ability to negotiate, take into account the interests and feelings of others; the ability to choose one's occupation, participants in joint activities.

Important at the stage of completion of preschool education are the prerequisites for literacy, command of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, understanding by ear the texts of various genres of children's literature.

All of the above qualities are targets for kindergarten teaching staff in the education of preschool children, their development of the main educational program for preschool education. Preschoolers should be involved in an independent process of seeking knowledge, thinking, expressing their own point of view, mental actions, etc. Here, modeling, experimentation, intellectual games, cognitive fairy tales, stories, training, etc. can act as active methods and means.

Counting, reading, writing are by-products of activities through which the child enters the world of adult life and lives. Therefore, the development of symbolic forms of thinking in a preschool child through specially organized teaching of writing, reading, and counting in the form of "training" classes is unacceptable. This contradicts the logic of child development, which acquires the character of acceleration (acceleration), instead of amplification (enrichment) (according to A.V. Zaporozhets).

The continuity of education between preschool and primary school age is understood as providing conditions for the full entry of the child (future student) into educational activities, as the acceptance of the task of “learning to learn” from an adult. The solution to this problem is provided at preschool age through the use of specific forms and types of children's activities. Education of a preschooler today is understood as socialization and individualization of development, and not as learning. And this means that the intrinsic value of preschool childhood is not only preparation for school, it is life itself, and at this stage it is extremely dangerous to put on school uniforms. A child in preschool childhood should develop in the context of children's activities. It is very important today what pedagogical technologies the teacher uses, how they meet the goals and objectives of the Federal State Educational Standard of preschool education, and the results that are planned to be achieved.

Learning to read | Kindergarten No. 74 of a general developmental type

(from the work experience of the educator MADOU No. 74 Rubtsova Marina Vasilievna )

Parents of preschool children attending kindergarten often rely on the fact that their children will be prepared for school by the efforts of educators. Indeed, specially organized classes help children prepare for school, but without the help of parents, such preparation will not be of high quality.

Experience shows that no best children's institution - neither kindergarten nor elementary school - can completely replace the family, family education. In a preschool institution, children are taught many useful skills, they are taught to draw, count, write and read. But if the family does not take an interest in the child’s activities, do not attach due importance to them, do not encourage diligence and diligence, the child also begins to treat them with disdain, does not strive to work better, correct his mistakes, and overcome difficulties in work. Some children are deeply offended by such inattention of their parents, they cease to be sincere and frank. On the contrary, the interest of parents in the affairs of the child attaches particular importance to all the achievements of the child. Help in overcoming the difficulties that arise in the performance of any kind of activity is always accepted with gratitude and contributes to the closeness of parents and children. At home, the ability to read can come as naturally to a child as the ability to walk or talk. Dear parents, grandparents! If you want to teach your child to read before he goes to school, pay attention and understanding to all our advice. To avoid the sad consequences of illiterate learning.

Learning to read

It is believed that learning to read early gives a child great intellectual potential. A pre-reader or a first-grader who is already reading develops faster, learns easier and better, and remembers more.
Where to start?

- The main rule of learning to read: "Do not chase the result!". First, show your child the alphabet. If he is interested, consider it, name the letters, syllables. Learning to read is best started on their own initiative. Your task is to support, not to ruin the initiative with excessive zeal.
- Learning to read can begin with the study of letters or syllables. Colorful tables, posters, cubes are well suited for these purposes. The material may change from time to time. And it is not at all necessary to memorize the alphabetic name of the letters with the kids.

- Pay special attention to the game form of the lessons, as well as their duration (15-20 minutes). Do not forget how joyful and interesting they will be, his further education largely depends. The main thing is not to forget that all this is just a game, and not preparation for the exam.

-If a child is ill or not in the mood to study, it is better to postpone the “lesson”, do not study by force.
- Classes should be varied, change tasks more often, because small children get tired quickly and their attention is scattered. So you will have to constantly maintain the interest of the child in what you propose to do.
-Read in front of a child. Mom is the best role model.
- In parallel with reading, you can learn to write. The child will be quite capable of performing graphic tasks: circle simple figures point by point with your hand. You can "type" on the old keyboard. Maze toys prepare a hand well for writing, in which small details need to be raised, for example, from bottom to top, or swiped from left to right.

Important about letters

You can often see such a picture on the street. Mom asks the child, pointing to any letter of the sign on the house: "What is this letter?" The child happily answers: "PE!", Or "EM!", Or "ES!" One feels like saying:

“Dear adults! If this is how you call letters to children,

, then how will your little student read the syllable "MA"? Imagine, he will most likely get "EMA"! And he will be right: EM + A = EMA. And the word "MA-MA" in this case will be read as "EMA-EMA"!
Most teachers and speech therapists agree that when teaching preschool children, the alphabetic army should be called in a simplified way: not “pe”, but “p”, not “me”, but “m”.

Learning to read at home

How to teach to read and not injure the psyche, not to force, but on the contrary, to arouse interest and desire? If you actively played with the child, while attracting a book, then this will greatly facilitate the task.

The first unsuccessful experiences can completely discourage you from starting to learn to read. The child understands that learning to read is not so easy and hardly repeats attempts. Learn more letters back and forth. But to combine them into words and read, and then understand what you read - it's pretty hard. But gradually the child overcomes this difficulty.

Learn to read in the game. But, most importantly, what we should remember is not to torment the child and ourselves. Don't make it an unpleasant duty, don't compare one child to another.

Here we need patience, love, consistency, fantasy. You can beat the learning process, turn it into a holiday, into an exciting game. Keep it short but effective.

So, let's move on to the study of letters and sounds.

1. Learning is best to start with vowels.

Some parents have already introduced their children to different letters, but where do you start? You need to start with vowels, which you need to determine whether the child remembers them well.

To teach children to read, you can use cut out letters, paint, plasticine, whatever you want.

Now I'll show you some exercises that will help you reinforce the learned vowels.

- I will call you a letter, and you take it out of the magic box and we are building a house with you:

e e

A A A A

O o O O O O O O A about

and and

U has

E. E. so that the child learns to read and write lines. ( Can be read)