Level d kindergarten books

There has been a lot of talk about the continuity of pre-school education and primary school education lately. The lack of unified upbringing and education programs, inconsistency in the content of educational programs and the requirements of kindergarten and school, imperfect diagnostics when children move from kindergarten to school, etc. are discussed. Continuity provides, on the one hand, the transfer of children to a school with such a level of general development and upbringing that meets the requirements of school education, on the other hand, the school's reliance on the knowledge, skills and abilities that preschoolers have already acquired, their active use for the further comprehensive development of students . nine0005

One of the main factors ensuring the effectiveness of education is continuity and continuity in education. These factors require the development and adoption of a unified system of goals and content of education throughout the entire period of education from kindergarten to the end of all levels of schooling. It is necessary to create conditions that ensure the formation of a child's readiness for school.

The general goal of continuous education of preschool and primary children: Harmonious physical and mental development of the child, ensuring the preservation of his individuality, adaptation to a changing social situation, readiness for active interaction with the outside world. nine0005

Continuity of pre-school and primary educational programs involves the achievement of the following priority goals:
At the pre-school level:
• Strengthening the health and physical development of the child, the development of his general psychological and mental abilities;
• Development of cognitive activity, communication and self-confidence, ensuring his emotional well-being and successful education in the next stage.
• Student-oriented interaction between a teacher and a child. nine0011 • Formation of play activity as the most important factor in the development of the child
• Creation of an educational environment conducive to the personal and cognitive development of the child.

At the elementary level:
• Cognitive development and socialization appropriate to the child's age.
• Mastering different forms of interaction with the outside world.
• Formation of UUD and readiness for education in the middle school.
• The orientation of the learning process towards the formation of the ability to learn as the most important achievement of this age period of development. nine0005

The specific goals of each age stage of education, taking into account its continuity, are formulated along meaningful lines that reflect the most important aspects of personality development:
• physical development;
• cognitive development;
• social and personal development;
• artistic and aesthetic.

The ideas of the continuity of the content of the programs of primary and preschool education were laid down by the authors-developers of preschool basic programs and the authors of textbooks for elementary school. nine0005

An analysis of pedagogical experience allows us to speak of continuity as a two-way process. In this case, at the preschool stage of education, the fundamental personal qualities of the child are formed, which serve as the basis for the success of school-type education. At the same time, the school, as the recipient of the preschool level, does not build its work from scratch, but "picks up" the achievements of the preschool child and develops the potential he has accumulated.
The key to succession is to determine whether the child is ready to begin regular schooling. nine0005

The problem of readiness for schooling in domestic psychology and pedagogy has been studied very deeply. There is a general and special readiness, which in general form the readiness of children for school. General readiness includes physical, personal and intellectual readiness, and special readiness - the ability of children to master the subjects of the primary school course, which ensures both general development and the acquisition of initial counting and reading skills.

Physical readiness (A.V. Zaporozhets, M.Yu. Kistyakovskaya, N.T. Terekhova, etc.) includes the state of health of the future student, correct physique, good posture, development of motor skills and qualities (arbitrariness, endurance, coordination, fine motor coordination), physical and mental performance. Of great importance in determining the readiness of a child of 6-7 years old for schooling is taking into account the so-called "school maturity". It is understood as the level of morphological and functional development, which allows us to conclude that the requirements of systematic education, loads of various kinds, a new mode of life will not be excessively burdensome for the child and will not worsen his health. The basis for identifying "school maturity" is the discrepancy between the passport and biological age of the child. According to research, the percentage of mature and immature children at different ages was revealed. Thus, among 6-year-old children, mature children account for 49%, at 6.5 years old - 68%, at 7 years old - 87% and at 7.5-8 years old - 98%. At the same time, girls are significantly ahead of boys in achieving "school maturity". In the vast majority of girls, "school maturation" was noted from 5 to 6 years, in boys from: 6 to 6.5 years, i.e. six months later.

The personal readiness of children for school (M.I. Lisina, L.I. Bozhovich, R.S. Bure, R.B. Sterkina, etc.) covers three main areas of a child’s life relationships:
- relationships with surrounding adults; arbitrariness is important here, i.e. the ability to act in accordance with a consciously set goal, to understand the conventionality of learning situations; accept an adult in a new capacity - as a teacher; nine0011 - relationships with peers; they are characterized by the phenomenon of a cooperative-competitive type of communication, which begins to form even in the game. Meaningful communication of children taking place in a jointly distributed activity (play, design, etc.) allows them to understand and take into account the actions and positions of partners;
- the attitude of the child to himself. By the end of the senior preschool age, the child's inflated self-esteem begins to be replaced by a more adequate and objective one. This is one of the most important indicators of readiness for school-type learning and a new way of life. nine0011 Of particular importance in the personal readiness of the child for school is the motivational plan or the so-called "internal position of the student" (LI Bozhovich). It includes two types of learning motives: social (associated with the child's need to communicate with other people, acquire a new social status), and cognitive (calls the preschooler to intellectual activity and learning new things directly in learning activities). The most important neoplasm of older preschool age is the emergence of moral motives (a sense of duty) that encourage children to engage in activities that are not attractive to them (L. I. Bozhovich, D.B. Elkonin). The preschooler also has "social emotions" when the child is glad that he was able to cope with certain difficulties (including intellectual ones), help someone, act in justice, etc. (A.V. Zaporozhets, Ya.Z. Neverovich, A.D. Kosheleva). nine0005

The formation of figurative and fundamentals of verbal and logical thinking in them is considered to be the central indicator of the mental development of children by the end of preschool age (A.V. Zaporozhets, N.N. Poddyakov, L.A. Venger).

Achievements in the development of figurative thinking lead the child to the ability to think logically. He is already able to establish the simplest causal relationships and classify objects in accordance with generally accepted concepts. Children begin to understand the general principles, connections and patterns that underlie scientific knowledge. However, the preschooler's thinking remains primarily figurative and is based on real actions with objects and their substitutes, which allows the use of various kinds of subject and graphic (materialized) means. Subsequently, this becomes one of the most important means of transferring theoretical knowledge (A.V. Zaporozhets, N.G. Salmina, A.S. Turchin). In general, due to the huge role of emotions in the regulation of the activity of a preschool child, it has an emotional-figurative character, which for a long time remains dominant in the structure of children's intellect (A.V. Zaporozhets, Ya.Z. Neverovich). nine0005

The success of schooling also depends on the level of children's proficiency in their native language, on the development of speech, on which all educational activities are built. The development of language structures is carried out at the senior preschool age in conjunction with the elementary awareness of linguistic reality: the verbal composition of the sentence, the sound and semantic aspects of the word, the grammatical correctness of speech, the structure of a coherent text. The development of coherent monologue speech plays a special role in school readiness. With its help, the child can independently, without the intervention of an adult, express his own thoughts, retell the text. And in establishing mutual understanding with others, establishing partnerships with teachers and classmates, the dialogical form of speech is important. In the process of speech classes, the most important property of speech is formed - arbitrariness, which will allow the future student to listen to the speech addressed to him and understand the language information contained in educational tasks, plan his actions. nine0005

Special preparation of a child for school pays special attention to those areas of knowledge that will be in demand in elementary school - reading, writing and elementary mathematics. By the end of preschool age, having mastered the elements of literacy and specifically children's activities, primarily playing, designing and drawing, the child shows awareness and arbitrariness. These qualitatively new formations make it possible to plan and control, to comprehend and generalize methods for solving a variety of problems, which are the most important prerequisites for educational activity. It is advisable to supplement the determination of readiness for schooling with data from pedagogical observations, which should be brought to the attention of first-grade teachers long before the child's first days at school. nine0005

Ensuring continuity that creates a favorable background for the physical, emotional and intellectual development of the child in preschool and primary school will help preserve and strengthen his physical and mental health.

Interaction between preschool educational institutions and schools can be carried out in several ways.

The first option is that the educational institution, having the appropriate licenses, implements both preschool and school educational programs. Such experience in Russia has been taking place since 1984, when mainly in rural areas, educational institutions "School - Kindergarten" began to be created. Long-term practice of employees of educational institutions "school-kindergarten" allows us to conclude that the implementation of several programs in an educational institution, including preschool, is justified only if it has appropriate conditions for the upbringing and education of children of both preschool and school age . Unfortunately, it is not always possible to create such conditions. nine0005

The second option involves the placement of the primary classes of the school on the training grounds of the preschool educational institution. In this case, an agreement is concluded between educational institutions. School No. 20 (Lyceum No. 2) had experience of such work, when six-year-old first-graders studied on the basis of preschool educational institution No. 6 for two years. For objective reasons, unfortunately, this work was discontinued.

Succession cannot be carried out separately "in mathematics", "in Russian and literature", "in music", etc. Preschool education is designed to ensure the creation of the main foundation for the development of the child - the formation of the basic culture of his personality, the basis of personal culture. This will allow him to successfully master various activities and areas of knowledge at other levels of education. nine0005

To ensure continuity, it is necessary to take into account the complex experiences of the child that arise on the threshold of school, in the interval between preschool and school childhood. He still has to go through the sadness of parting, and joyful impatience, and fear of the unknown, and much more. There are no trifles for a child who has become a student.

Therefore, teachers and educators should pay special attention to children, since their emotional well-being and the formation of their image of a "real schoolboy" will entirely depend on how adults help him in this. The means of such assistance should be all subsequent work aimed at making the child aware of his new status. It can also help to organize the holiday “Dedication to First Graders”, in which parents, children of different ages, and teachers take part. nine0005