When a child graduates from preschool, it is very important that he acquires sufficient knowledge to move to a higher level. What if he didn’t attend kindergarten at all? In this case, you need to try very hard to ensure that he knows everything he needs. There are many students in the class whose preparation is at different levels.
If the child lags behind the rest of the class, then his misunderstanding of the material accumulates, and the case becomes more and more advanced. Teachers mainly work for average and good students, and very often no one works with low-achieving students. This is what requires careful daily practice at home.
To first grade
Activities with a 6-year-old child: preparing for school at home, what he should be able to do
In order for preparation for 1st grade to be successful, parents need to understand that, first of all, the little person needs to be prepared for a general perception of the new space and knowledge. First of all, pay attention to the development of such qualities as curiosity, initiative, activity, and good outlook.
It is very important that the child has self-care skills. At school no one will watch him the way they do at home. He will have to dress himself, tie his shoelaces, assemble and disassemble his briefcase.
The success of a child in learning at the primary school level largely depends on the level of his mental development. The more developed it is, the easier the task at hand will be perceived.
To enter primary school, a future student must know the following:
- your first name, last name, patronymic;
- parents' details (first name, last name, patronymic);
- what his parents do;
- address and telephone number of the house in which he lives;
- city and country in which it is located;
- days of the week, names of months, seasons, distinctive features of the seasons;
- names of animals;
- names of trees and plants;
- berries, fruits, vegetables;
- what is the name of the clothes he wears;
- simple geometric shapes.
On a note! Classes with the child at home must be carried out according to a specific program, which is prepared taking into account all the requirements for the level of training.
In grammar, you need to be able to distinguish between sounds and letters, consonants and vowels, name the required letter at the beginning and end of a word, divide into syllables and select words based on the given letter.
To successfully master the school curriculum, you need to instill in your child the appropriate skills:
- hold the pen correctly;
- maintain a continuous line;
- Without taking your hands off the paper, trace the outline of the drawing;
- be able to complete the symmetrical part of the drawing;
- copy geometric shapes.
Important! To successfully master the school curriculum, a child must have mandatory initial skills.
Required skills and abilities
How to prepare a child for school at home at 6 years old
Application of various techniques
Program for preparing a child for school at home
Preparing a child for school at home the summer before entering first grade should contain exercises and tasks that comprehensively develop the little personality. The development program must necessarily contain classes in mathematics, spelling, reading, and creative exercises. Also, every parent can get specialist advice online.
Math lessons for kids
It’s not for nothing that mathematics is considered the queen of sciences. It develops logical thinking and imaginative thinking very well. That is why various kinds of mathematical concepts must begin to be formed from early childhood. Exercises with a piece of squared paper are considered very useful. The child can be asked to circle several cells, draw the required number of them at the bottom or top of the main figure, count the number of sketches and similar tasks.
You should also include tasks on counting objects, finding the missing number in a series, and basic addition and subtraction skills. Using examples, consider the basic geometric shapes that the child must learn to find and name independently.
How to teach a child to write
It is recommended to start learning to write by drawing block letters. The child is explained how they are made correctly. By practicing with a pen or pencil, the baby develops fine motor skills of the fingers, which learn to correctly hold the object of writing and sit correctly.
Important! The lesson should not last more than 15 minutes. After which you need to do a little physical warm-up. You can print out the copybook with which your child will train his hand.
Teaching preschoolers to read
It is very important that training is carried out in a playful way, which is most accessible to the child. early age. Before you start building words, you need to learn the letters. They are presented in the form of easily memorable images. Exercises are conducted to develop phonemic hearing. And only after such manipulations is learning to form letters into syllables possible.
Creative activities
In addition to the main classes to prepare for first grade, homework assignments should contain a creative component. It is necessary to introduce a child to beauty. Develop his psyche. This is facilitated by playing together in nature, modeling with plasticine or natural materials, and various exercises with lacing and small details. It is also important that the child shows creative initiative and makes something with his own hands. The parents’ task is to provide the baby with all the necessary materials.
On a note! These types of classes can be accompanied by presentations on relevant topics.
Psychological preparation of a child for school at home
The psychological component of the guide on how to prepare a child for 1st grade is very important. It includes several components, among which the following stand out: volitional, personal, intellectual. The readiness of the child's willpower is necessary in order for him to be able to complete the various tasks presented in the lesson. The baby will have to do not only what he wants, but also what is required.
The second component is characterized by the fact that the baby has a new social role, which he must correctly perceive. Parents should develop in him such personality qualities that will help him easily get in touch with classmates and teachers. The development of intellectual abilities affects the extent to which the material presented during classes will be absorbed.
Psychological balance
Health issues and school
In class 1, they must not contradict the requirements of a healthy lifestyle. When conducting classes, it is necessary to ensure that the child has the correct position, keeps his back straight, and the book is at the required distance when reading. The time allotted for one lesson must be strictly regulated.
The choice of method for preparing a child at six years old depends only on the parents themselves. However, if the mother and father do not have appropriate training in psychology, then it is best to entrust this activity to specialists.
The time is approaching when your child will bear the proud title of a first-grader. And in this regard, parents have a lot of worries and worries: where and how to prepare their child for school, is it necessary, what does the child need to know and be able to do before school, send him to first grade at six or seven years old, and so on. There is no universal answer to these questions - every child is individual. Some children are completely ready for school at the age of six, but with other children at the age of seven there is a lot of trouble. But one thing is for sure - it is absolutely necessary to prepare children for school, because it will be an excellent help in the first grade, will help in learning, and will greatly facilitate the adaptation period.
Being ready for school does not mean being able to read, write and do math.
To be ready for school means to be ready to learn all this, said child psychologist L.A. Wenger.
What does preparing for school include?
Preparing a child for school is a whole complex of knowledge, abilities and skills that a preschooler must possess. And this includes not only the totality of necessary knowledge. So, what does quality preparation for school mean?
In the literature, there are many classifications of a child’s readiness for school, but they all boil down to one thing: readiness for school is divided into physiological, psychological and cognitive aspects, each of which includes a number of components. All types of readiness must be harmoniously combined in a child. If something is not developed or not fully developed, then this can cause problems in learning at school, communicating with peers, learning new knowledge, and so on.
Physiological readiness of the child for school
This aspect means that the child must be physically ready for school. That is, his state of health must allow him to successfully complete the educational program. If a child has serious deviations in mental and physical health, then he must study in a special correctional school that takes into account the characteristics of his health. In addition, physiological readiness implies the development of fine motor skills (fingers) and coordination of movement. The child must know in which hand and how to hold the pen. And also, when entering first grade, a child must know, observe and understand the importance of observing basic hygiene standards: correct posture at the table, posture, etc.
Psychological readiness of the child for school
The psychological aspect includes three components: intellectual readiness, personal and social, emotional-volitional.
Intellectual readiness for school means:
- By the first grade, the child must have a stock of certain knowledge
- he must navigate in space, that is, know how to get to school and back, to the store, and so on;
- the child must strive to acquire new knowledge, that is, he must be inquisitive;
- The development of memory, speech, and thinking must be age-appropriate.
Personal and social readiness implies the following::
- the child must be sociable, that is, be able to communicate with peers and adults; there should be no aggression in communication, and in case of a quarrel with another child, he should be able to evaluate and look for a way out of a problematic situation; the child must understand and recognize the authority of adults;
- tolerance; this means that the child must respond adequately to constructive comments from adults and peers;
- moral development, the child must understand what is good and what is bad;
- the child must accept the task set by the teacher, listening carefully, clarifying unclear points, and after completion he must adequately evaluate his work and admit his mistakes, if any.
A child’s emotional and volitional readiness for school presupposes:
- the child’s understanding of why he goes to school, the importance of learning;
- interest in learning and acquiring new knowledge;
- the child’s ability to complete a task that he does not quite like, but the curriculum requires it;
- perseverance - the ability to listen carefully to an adult for a certain time and complete tasks without being distracted by extraneous objects and activities.
Child’s cognitive readiness for school
This aspect means that the future first-grader must have a certain set of knowledge and skills that will be needed to successfully study at school. So, what should a child of six or seven years old know and be able to do?
Attention.
- Do something without distraction for twenty to thirty minutes.
- Find similarities and differences between objects and pictures.
- Be able to perform work according to a model, for example, accurately reproduce a pattern on your own sheet of paper, copy a person’s movements, and so on.
- It's easy to play games that require quick reactions. For example, name a living creature, but before the game, discuss the rules: if the child hears a domestic animal, then he must clap his hands, if a wild animal, he must knock his feet, if a bird, he must wave his arms.
Mathematics.
Numbers from 1 to 10.
- Count forward from 1 to 10 and count backward from 10 to 1.
- Arithmetic signs ">", "< », « = ».
- Dividing a circle, a square in half, four parts.
- Orientation in space and a sheet of paper: right, left, above, below, above, below, behind, etc.
Memory.
- Memorizing 10-12 pictures.
- Reciting rhymes, tongue twisters, proverbs, fairy tales, etc. from memory.
- Retelling a text of 4-5 sentences.
Thinking.
- Finish the sentence, for example, “The river is wide, and the stream...”, “The soup is hot, and the compote...”, etc.
- Find an extra word from a group of words, for example, “table, chair, bed, boots, chair”, “fox, bear, wolf, dog, hare”, etc.
- Determine the sequence of events, what happened first and what happened next.
- Find inconsistencies in drawings and fable poems.
- Put together puzzles without the help of an adult.
- Together with an adult, make a simple object out of paper: a boat, a boat.
Fine motor skills.
- Correctly hold a pen, pencil, brush in your hand and regulate the force of their pressure when writing and drawing.
- Color objects and shade them without going beyond the outline.
- Cut with scissors along the line drawn on the paper.
- Perform applications.
Speech.
- Compose sentences from several words, for example, cat, yard, go, sunbeam, play.
- Recognize and name a fairy tale, riddle, poem.
- Compose a coherent story based on a series of 4-5 plot pictures.
- Listen to a reading, a story from an adult, answer basic questions about the content of the text and illustrations.
- Distinguish sounds in words.
The world.
- Know the basic colors, domestic and wild animals, birds, trees, mushrooms, flowers, vegetables, fruits and so on.
- Name the seasons, natural phenomena, migratory and wintering birds, months, days of the week, your last name, first name and patronymic, the names of your parents and their place of work, your city, address, what professions there are.
What do parents need to know when teaching their child at home?
Homework with your child is very useful and necessary for the future first-grader. They have a positive effect on the child’s development and help bring all family members closer together and establish trusting relationships. But such activities should not be forced on the child; he must first of all be interested, and for this it is best to offer interesting tasks and choose the most appropriate moment for classes. There is no need to tear your child away from games and sit him down at the table, but try to captivate him so that he himself accepts your offer to study. In addition, when working with a child at home, parents should know that at the age of five or six, children are not persevering and cannot perform the same task for a long time. Studying at home should not last more than fifteen minutes. After this, you should take a break so that the child is distracted. A change of activity is very important. For example, first you did logical exercises for ten to fifteen minutes, then after a break you can take up drawing, then play outdoor games, then sculpt funny figures from plasticine, etc.
Parents should know one more very important psychological feature of preschool children: their main activity is play, through which they develop and gain new knowledge. That is, all tasks should be presented to the child in a playful way, and homework should not turn into a learning process. But by working with your child at home, you don’t even have to set aside any specific time for this; you can constantly develop your baby. For example, when you are walking in the yard, draw your child’s attention to the weather, talk about the time of year, notice that the first snow has fallen or the leaves have begun to fall on the trees. While walking, you can count the number of benches in the yard, porches in the house, birds in the tree, and so on. While on vacation in the forest, introduce your child to the names of trees, flowers, and birds. That is, try to get the child to pay attention to what surrounds him, what is happening around him.
Various educational games can be of great help to parents, but it is very important that they correspond to the age of the child. Before showing the game to your child, get to know it yourself and decide how useful and valuable it can be for your child’s development. We can recommend children's lotto with images of animals, plants and birds. A preschooler should not buy encyclopedias; most likely he will not be interested in them or will lose interest in them very quickly. If your child has watched a cartoon, ask him to talk about its content - this will be good speech training. At the same time, ask questions so that the child sees that this is really interesting for you. Pay attention to whether the child pronounces words and sounds correctly when telling the story; if there are any mistakes, then delicately tell the child about them and correct them. Learn tongue twisters, rhymes, and proverbs with your child.
Training a child's hand
At home, it is very important to develop the child’s fine motor skills, that is, his hands and fingers. This is necessary so that the child in the first grade does not have problems with writing. Many parents make a big mistake by forbidding their child to pick up scissors. Yes, you can get hurt with scissors, but if you talk to your child about how to handle scissors correctly, what you can do and what you can’t do, then the scissors will not pose a danger. Make sure that the child does not cut randomly, but along the intended line. To do this, you can draw geometric shapes and ask your child to carefully cut them out, after which you can make an applique from them. Children really like this task, and its benefits are very high. Modeling is very useful for the development of fine motor skills, and children really like to sculpt various koloboks, animals and other figures. Learn finger exercises with your child - in stores you can easily buy a book with finger exercises that are exciting and interesting for your child. In addition, you can train a preschooler’s hand by drawing, shading, tying shoelaces, and stringing beads.
When your child performs a written task, watch whether he is holding a pencil or pen correctly, so that his hand is not strained, the child’s posture and the location of the sheet of paper on the table. The duration of written tasks should not exceed five minutes, and it is not the speed of completing the task that is important, but its accuracy. You should start with simple tasks, for example, tracing an image, and gradually the task should become more difficult, but only after the child copes well with an easier task.
Some parents do not pay enough attention to the development of their child's fine motor skills. As a rule, due to ignorance of how important this is for the child’s successful education in first grade. It is known that our mind lies at our fingertips, that is, the better a child’s fine motor skills are developed, the higher his overall level of development. If a child has poorly developed fingers, if it is difficult for him to cut and hold scissors in his hands, then, as a rule, his speech is poorly developed and he lags behind his peers in development. That is why speech therapists recommend that parents whose children need speech therapy classes simultaneously engage in modeling, drawing and other activities to develop fine motor skills.
To ensure that your child happily goes to first grade and is prepared for school, so that his studies are successful and productive, listen to the following recommendations.
1. Don't be too demanding of your child.
2. A child has the right to make a mistake, because mistakes are common to all people, including adults.
3. Make sure that the load is not excessive for the child.
4. If you see that a child has problems, then do not be afraid to seek help from specialists: a speech therapist, a psychologist, etc.
5. Study should be harmoniously combined with rest, so arrange small holidays and surprises for your child, for example, go to the circus, museum, park, etc. on weekends.
6. Follow the daily routine so that the child wakes up and goes to bed at the same time, so that he spends enough time in the fresh air so that his sleep is calm and complete. Avoid outdoor games and other vigorous activities before bedtime. Reading a book with the whole family before bed can be a good and useful family tradition.
7. Meals should be balanced; snacking is not recommended.
8. Observe how the child reacts to various situations, how he expresses his emotions, and how he behaves in public places. A child of six or seven years old must control his desires and adequately express his emotions, understand that not everything will always happen the way he wants it. You should pay special attention to a child if, at preschool age, he can publicly make a scandal in a store, if you don’t buy him something, if he reacts aggressively to his loss in a game, etc.
9. Provide your child with all the necessary materials for homework, so that at any time he can take plasticine and start sculpting, take an album and paints and draw, etc. Allocate a separate place for materials so that the child can manage them independently and keep them in order .
10. If the child is tired of studying without completing the task, then do not insist, give him a few minutes to rest, and then return to completing the task. But still, gradually teach your child so that he can do one thing for fifteen to twenty minutes without being distracted.
11. If the child refuses to complete the task, then try to find a way to interest him. To do this, use your imagination, don’t be afraid to come up with something interesting, but under no circumstances scare the child by depriving him of sweets, not letting him go for walks, etc. Be patient with the whims of your unwilling child.
12. Provide your child with a developing space, that is, strive to ensure that your baby is surrounded by as few useless things, games, and objects as possible.
13. Tell your child how you studied at school, how you went to first grade, look through your school photos together.
14. Form a positive attitude towards school in your child, that he will have many friends there, it is very interesting there, the teachers are very good and kind. You can’t scare him with bad marks, punishment for bad behavior, etc.
15. Pay attention to whether your child knows and uses “magic” words: hello, goodbye, sorry, thank you, etc. If not, then perhaps these words are not in your vocabulary. It is best not to give commands to your child: bring this, do that, put it away - but turn them into polite requests. It is known that children copy the behavior and manner of speaking of their parents.
The success of teaching activities largely depends on the nature of the existing relationship between the teacher and children. Analysis and generalization of psychological and pedagogical research on the problems of pedagogical communication made it possible to highlight a number of important provisions: each component of the joint activity of the teacher and the student performs a specific function in the development of interest; a culture of communication and attention to the child contribute to the creation of a creative atmosphere in the classroom; the choice of optimal methods and means of conducting classes, the comprehensive development of thinking, speech, attention, and learning activity skills in preschoolers determine a fairly high level of their active cognitive activity. In this case, the personality of the educator and his ability to put into action the means of the educational process are important. Being a model of moral behavior, the teacher solves many educational problems and effectively influences the formation of the preschooler’s personality: moral consciousness, positive motives for activity, sustainable interest in learning. .
Positive student relationships are formed on the basis of both extracurricular and academic activities. Pedagogically appropriate work and an atmosphere of collective creativity rebuild relationships in the classroom, influence the nature of communication between students, contribute to the creation of friendly relations between teachers and students, make it possible to complicate the forms of communication between students and help deepen the interest of schoolchildren in the academic subject. “In the educational process,” writes G.N. Shchukina, “much depends on the relationships that develop between the teacher and students, between members of a given educational team, first of all, the formation of students’ personal formations - activity, independence, cognitive interests that are stimulated the teacher's disposition, the desire to listen to everyone, to show concern for the mood of the students. Well-established relationships in the team also contribute to the well-being of educational activities. Support in difficulties, approval of successes - everything becomes both a shared joy and a shared misfortune. On the contrary, a dysfunctional relationship with the teacher immediately affects performance of schoolchildren who experience self-doubt, are afraid of failure, are afraid of the condemnation of their comrades, and experience acute shame."
V.A. paid a lot of attention to the culture of pedagogical communication and the art of human relations. Sukhomlinsky. Taking care of the form and tone of the address, considering the possibilities of relieving the emotional stress of students with words, he warned against excessive stimulation of the psyche with words. “Be careful,” V.A. Sukhomlinsky addresses the teachers, “so that the word does not become a whip, which, touching a delicate body, burns, leaving rough scars for life. It is from these touches that adolescence seems like a desert... The word is kind.” and protects the soul of a teenager only when it is truthful and comes from the soul of the teacher, when there is no falsehood, prejudice, or desire to “cook”, “work” in it... The teacher’s word should, first of all, reassure.”
The change in the relationship between teacher and students is expressed in changes in speech, which is the main means of communication. For example, the template nature of the teacher’s questions automates the student’s answer. Situational and suggestive elements of the question have a detrimental effect on student responses.
The teacher’s value judgments reflect not only the individual characteristics of the student and the level of his knowledge, but also a number of points characterizing the teacher himself:
- a) the way the teacher treats the student;
- b) degree of interest in the student;
- c) the level of knowledge about the student and the conditions of his development;
- d) differentiated approach to the student in relation to measures of influence; e) a general criterion for the teacher’s daily assessment of a student, etc.
Analysis of the moral and psychological state of the team, the ability to foresee critical situations, take specific measures to overcome them, the ability to update previously put forward perspectives, the achievement of which is impossible without the combined efforts of all members of the team - these, in our opinion, are the main conditions for the success of pedagogical influences, influences on children.
Currently, attempts are being made to both theoretically comprehend and logically dissect the management process itself, and to find effective psychological and pedagogical influences in which this management is implemented.
Taking into account the theoretical work already done in the pedagogical and psychological sciences, it is possible to construct a classification of control influences on interpersonal relationships in which the factor of interest to us would find its place - the style of the teacher’s attitude towards the children’s team. At the same time, one important circumstance should immediately be noted: we consider the style of relationship as both a subject and an object of management.
First of all, from our point of view, pedagogical (control) influences can be divided into two large groups: conscious (intentional) and unconscious (unintentional).
Conscious influences are understood as such verbal and non-verbal actions of the teacher, which he builds and perceives precisely as measures of educational influence, directly or indirectly aimed at instilling in schoolchildren humane feelings and interest in learning.
An analysis of publications and research in this direction indicates that the true style of the teacher’s attitude towards the children’s team, in which the emotional attitude is especially clearly manifested, often reveals itself precisely in such pedagogical influences that the teacher himself does not control.
It is logical to form readiness for learning by bringing together preschool and school forms of organization and teaching methods. Of course, a kindergarten should not be turned into a school, but there should be something in common: mandatory, systematic classes. This develops a behavioral stereotype and creates a psychological attitude towards mandatory learning; Individual methods and techniques (games) may be similar; Separate requirements for children may also coincide: answer one at a time, do not disturb their friends, listen to their answers, carry out the task of the educator (teacher), etc. However, we emphasize once again that turning an activity into a lesson is unacceptable.
It is necessary to prepare children for school not only in kindergarten, but also in the family. Its success depends on compliance with a number of organizational and pedagogical conditions.
The main condition is the constant cooperation of the child with family members.
Developing the child’s ability to overcome difficulties. It is important to teach children to finish what they start. Many parents understand how strong a child’s desire to learn is, so they tell him about school, about teachers and about the knowledge acquired at school. All this creates a positive attitude towards school. Next, you need to prepare the preschooler for the inevitable difficulties in learning. The awareness that these difficulties can be overcome helps the child to have a correct attitude towards his possible failures.
Adults must guide, encourage, organize classes, games, feasible labor and other activities of the child. It is important for parents to understand that the main importance in preparing a child for school is his own activities.
Therefore, there is no need to reduce the role in preparing a preschooler for school education to verbal instructions.
Another necessary condition for preparation for school and the comprehensive development of a child, according to M.M. Armless - the experience of success. Adults need to create for the child such conditions of activity in which he will definitely meet with success. But success must be real, and praise must be deserved.
Of particular importance in preparing a preschooler are the enrichment of the emotional-volitional sphere, the education of feelings, and the ability to navigate new conditions. The growth of self-awareness is most clearly manifested in self-esteem, in the way the child begins to evaluate his achievements and failures, focusing on how others evaluate his behavior. This is one of the indicators of psychological readiness for schooling. Based on correct self-esteem, an adequate reaction to censure and approval is developed.
The formation of cognitive interests, enrichment of activities and the emotional-volitional sphere are prerequisites for the successful acquisition by preschoolers of certain knowledge, skills and abilities. In turn, the development of perception, thinking, and memory depends on how the child masters the methods of acquiring knowledge, on the direction of his interests, and on the arbitrariness of his behavior.
When preparing for school, parents teach the child to compare, contrast, draw conclusions and generalizations. To do this, a preschooler must learn to listen carefully to a book or an adult’s story, to express his thoughts correctly and consistently, and to construct sentences correctly. After reading, it is important to find out what the child understood and how. This teaches him to analyze the essence of what he read, to raise the child morally, in addition, it teaches coherent, consistent speech, and consolidates new words in the dictionary. In the formation of children's speech culture, the example of parents is great importance. As a result of the efforts of parents, with their help, the child learns to speak correctly, which means he is ready to master reading and writing at school.
It is important for a child entering school to develop aesthetic taste, and here the family plays a primary role. Aesthetic taste also develops in the process of attracting the preschooler’s attention to the phenomena of everyday life, to objects, and the everyday environment.
It is necessary to promote the development and improvement of gaming activities in the family. The development of thinking and speech largely depends on the level of development of the game. The game develops the process of substitution, which the child will encounter at school when studying mathematics and language. A child, while playing, learns to plan his actions, and this skill will help him in the future move on to planning educational activities.
You need to learn how to draw, sculpt, cut, paste, and design. By doing this, the child experiences the joy of creativity, reflects his impressions, his emotional state. Drawing, designing, and modeling help teach a child to see, analyze surrounding objects, and correctly perceive their color, shape, size, and ratio of parts. At the same time, this makes it possible to teach the child to act consistently, plan his actions, and compare the results with what is set and planned. And all these skills will also turn out to be extremely important in school.
When raising and teaching a child, one must not turn classes into something boring, unloved, imposed by adults and unnecessary for the child himself. Communication with parents, including joint activities, should give the child pleasure and joy, stimulate cognitive activity, and form educational and cognitive motivation.
A necessary element is pedagogical conditions: diagnostics and assessment of the readiness of preschoolers; implementation of an individually differentiated approach based on these data; ensuring interaction between pedagogical, psychological and medical services of a preschool educational institution; recognition of physical education classes as a significant part of the complex process of readiness formation; organizing interaction between all preschool services and parents; ensuring continuity in the work of preschool educational institutions and schools.
Diagnostics includes an examination of all components of the complex concept of preparing children for school. General readiness implies physical and psychological readiness, special readiness - social and intellectual. We have developed diagnostic tools to identify the level of each component of readiness, individual and group diagnostic cards. This approach allows us to determine the initial level of readiness of each child, determine the lagging component, make adjustments to the pedagogical process, give individual recommendations and assignments, and thereby increase the overall level of readiness.
To solve the problem of continuity between kindergarten and school, work is organized in three areas: information and educational activities (joint pedagogical councils on readiness issues, workshops to discuss programs for preparing children for school); methodological activities (familiarization with the methods and forms of educational work in kindergarten and school through mutual visits by teachers to lessons and activities with their further discussion, joint pedagogical councils for the exchange of best practices; practical activities (preliminary acquaintance of teachers with their future students in the process of joint classes , supervision by educators of their former students during their education in 1st grade).
The main event that ends preschool childhood is the child’s entry into school. In modern times, few people doubt that purposeful preparation of children for school is necessary. But each parent sees the very essence of this stage in a child’s life in their own way. What should be the preparation for a preschooler to become ready to become a primary school student?
What is meant by preparing a child for school?
It is curious that parents and psychologists have different expectations about what a child’s readiness for school consists of, and what is important for a future student to develop through preparatory classes.
Most parents are focused on the intellectual achievements of their children and in preschool age they strive to give the child a certain base of knowledge and skills, teach them to read and count, magnify and speak correctly. With this position, adults’ attention is focused on developing the child’s awareness, speech and thinking abilities.
Another part of the adults, concerned about certain character traits of their child, aim to awaken the child’s desire to go to school and interest him in studying at school together with other children.
Shy and anxious kids may know and be able to do a lot, but they are afraid to take a step away from mom or dad. Such quiet people even agree to play with their peers only if a loved one is nearby.
Some overly impulsive preschoolers are willing to be around other children as much as possible, but their cognitive interests are limited. Such hustlers often declare that they do not want to study and will not go to school. And their parents are concerned about how to turn the preschooler’s interests towards knowledge and learning.
Thus, the most expressed position of parents in preparing children for school is to put as much knowledge into the child’s head as possible and to interest them in learning among their peers.
The requirements of specialists are broader. Psychologists believe that it is necessary to form the internal position of a schoolchild in a preschooler before studying at school. Readiness to learn involves more than just a child's level of awareness and thinking. This implies motivation for learning, an emotional-volitional component, and the social maturity of the future student.
Preparation for primary school, according to experts, should include not only and not so much intellectual development, but the formation of the psychological and social aspects of the preschooler’s maturity.
Therefore, full preparation for schooling requires the child to be in a group of children like him. Parents who are proponents of individualized training make the mistake of arranging homeschooling for their children. They miss the important point of why preparation for school is needed, namely, they deprive the child of the opportunity to develop the ability to subordinate his behavior to the laws of the children's group and play the role of a student in a school environment.
How to prepare your child for school
Sometimes parents think that effective preparation of a child at school involves classes in special groups under the guidance of a teacher for several months immediately before entering school. Such preparation is important, and we have already discussed the importance of classes for preschool children among their peers.
But the level of mental development cannot be adjusted to the desired level in a few months. Even in preschool childhood. The development of a future schoolchild is based on the constant development of everyone and the child.
The role of play in preparing for school
No matter how surprised parents may be, the child is fully prepared for the upcoming schooling. Mental development in preschool age stimulates. She is the leading activity.
In the game, preschoolers develop their imagination and learn logical reasoning, form an internal plan of action, and develop the affective-need sphere. Each of these components is important for successful adoption of the learner role.
In role-playing games, children learn to manage their behavior, adhere to rules, and act in accordance with the role. And at school there is no way without it. The little student will have to listen carefully to the teacher, concentrate on writing out intractable letters and perform many other tasks that require volitional efforts.
Basics of intellectual preparation
Regarding intellectual preparation, it is important to systematically work with children in order to develop logical thinking and speech skills. The guidelines are as follows:
- The intellectual level before entering school should be such that the child can analyze and generalize. It is necessary to teach the child to find essential signs by which objects can be combined into groups, or to exclude unnecessary things. Examples of tasks are given in the article on development.
- The child’s speech development must ensure a coherent expression of his thoughts. To do this, you need to constantly replenish your vocabulary, explain to the child the meaning of new words, and correct his statements in accordance with.
An effective preparatory basis is reading fairy tales and other children's works. While the child is only able to listen, it is useful to retell the plot together, talk about the actions of the characters, and fantasize about a different development of events. But already at 4-5 years old the baby is quite accessible. And this is progress in development and the actualization of cognitive motives.
A child needs this kind of preparation for school. On the one hand, it is natural for any family where they pay attention to the development of children. And on the other hand, it is similar to the same approach that psychologists and teachers use when preparing preschoolers for school.
Daily participation in preparing children for school
Of course, a child receives his initial knowledge from his loved ones. Let us emphasize once again that many parents pay great attention to the development of the child’s intellectual abilities: they constantly expand his knowledge about the world around him, solve logic problems, teach him to read and count, and encourage reasoning.
All this contributes to the development of cognitive motivation of a preschooler. And, as a rule, children with a high intellectual level want to go to school to study.
As for standard family conditions, it cannot be said that parents pay close attention to developing their children’s interest in schooling. More often than not, this task is transferred to third parties. Since cognitive motivation and interest in school do not arise at one moment, but gradually, adults need to make at least the slightest effort.
In constant communication with their children, parents can use basic techniques to help them develop readiness for school.
- It is useful to conduct classes by giving the child a sample of actions and setting him the task of completing it independently. This will contribute to the formation of arbitrary behavior at any stage of preschool childhood. For example, having laid out a word from counting sticks, invite the child to repeat it. When listing several items belonging to the same group (fruit, furniture, transport), encourage the preschooler to complete the row.
- Contribute to the development of the child's attention by using. You can train yourself to focus your auditory attention both while walking and while reading books.
- Pay attention to the development of fine motor skills. At school, children's fingers are immediately under a lot of pressure - every day they have to write letters and numbers. To be prepared for this load, you need to engage in modeling, drawing, assembling mosaics and construction sets with small parts as often as possible.
- It is important to praise the child for his manifestations, for his passion for a useful activity.
What adults should never allow, although this is often observed in families:
- It is not permissible to rein in a naughty child who doesn’t really want to engage in educational activities with the words “When you go to school, you need to study there, not run around.”
- You cannot delay the lesson, overtiring the child’s psyche and thereby causing the preschooler to reject regulated activities.
- You cannot force a preschooler to complete a task if it causes negative emotions.
The basis of a child’s mental development is the need for new experiences. In children, voluntary actions are characterized by spontaneity and impulsiveness: a new desire has appeared - it must be satisfied immediately. Therefore, the preschooler’s arbitrariness is impulsive in nature, which is not combined with long-term retention of attention on any process. It is not the child’s fault that even 15-minute classes are still too much for him.
If parents adhere to the practices outlined in this article, they will make a significant contribution to the psychological formation of their child. And the older preschooler will cross the threshold of school with pleasure, interest and a thirst for knowledge.
Kiseleva Natalya
Preparing preschool children for school
From the experience of working as a kindergarten teacher N.A. Kiseleva
Be ready for school today does not mean being able to read, write, or count. Be ready for school- means to be ready to learn all this.
Leonid Abramovich Wenger
Of course, I understand that the child is school They will teach you to write and read, but to teach a child to think, reason, draw conclusions, analyze, independently use their knowledge, defend their point of view - this is what I strive for in my classes.
What does readiness consist of? schooling in kindergarten? First of all, from readiness childrento new activities:
Be able to hear, understand and solve a learning problem;
Find a solution to the question posed;
Assimilate a large amount of instructional information and educational material;
Be able to listen and speak (development of communicative activity and phonemic hearing).
One of the main difficulties a child encounters in school- this is the mastery of writing. Many children do not know how to stop in time when writing a letter or word; cannot cope with the correct spelling of letter elements. Therefore, one of the important tasks facing me is preparing your hand for writing.
In a kindergarten setting, the solution to this problem is facilitated by joint activities in drawing, modeling, and appliqué. These activities develop the fine muscles of the fingers, making the child’s hand more flexible and obedient. Children master the skills and abilities of working with a pencil, brush, scissors, stack; develop hands and eyes.
To develop fine motor skills and coordination of movements, I use different methods and techniques of work.:
1. Finger play training
Finger gymnastics, physical education minutes
Finger games with poems and tongue twisters
2 modeling from plasticine and salt dough using natural materials (seeds, cereals, shells, etc.)
unconventional drawing techniques: brush, finger, toothbrush, candle, etc.
design: made from paper using the origami technique, working with LEGO constructors
Various types of applications
3. Development of graphic motor skills
Drawing with stencils
Hatching
Finishing drawing (based on the principle of symmetry)
Labyrinths
4. Educational games
Lacing
Games with small objects
Puzzles, mosaic
Grain painting remains one of my favorite pastimes children they create plot pictures that replace each other.
A “dry pool”, a box filled with peas, also contributes to the development of fine motor skills. (you can use buckwheat, rice, beans). Children like to look for small toys in the pool and pour peas from one container to another.
Decorative drawing promotes the development of grapho-motor skills. Children draw very small elements of the painting: dots, curls, wavy and straight lines, etc., and rhythm in the arrangement of pattern elements helps develop a sense of rhythm. By drawing a pattern, children learn to “hold” the line and limit their movements. Many elements of the pattern resemble elements of letters (ovals, curls, wavy lines).
To master writing, children must be well oriented on the sheet of paper, know where “top” and “bottom”, “middle”, “left and right sides” are.
I teach them how to navigate on a checkered sheet of paper using graphic skills. By moving along the sides of the cell, children learn to draw exactly straight lines. We learn to connect dots using arrows in a given direction.
I teach them to draw parallel lines (straight lines at the same distance from each other). For this purpose we use shading.
When shading we follow the rules:
We write vertical and oblique lines only from top to bottom, and horizontal ones - only from left to right.
Later I will use wavy, zigzag lines as a stroke. Insert spirals into round and oval-shaped objects (“unwind from the center to the edge of the circle, “twist” from the edge to the center).
We draw “waves” and “paths”; children learn to smoothly move their hand along the entire length of the line; start with dotted lines, and then solid ones.
In notebooks we learn to fit ovals, circles, and inclined sticks into a cage.
The development of fine motor skills is important because the child’s entire future life will require the use of precise, coordinated movements of the hands and fingers, which are necessary when performing many different everyday and educational activities.
Purposeful and systematic work on the development of fine motor skills in preschool children promotes the formation of intellectual abilities, speech activity, and most importantly, the preservation of the child’s mental and physical development.
Finger games create a favorable emotional background, develop the ability to imitate an adult, teach them to listen attentively and understand the meaning of speech, and increase the child’s speech activity. If a child performs exercises, accompanying them with short poetic lines, then his speech will become clearer, rhythmic, bright, and control over the movements performed will increase. The child’s memory develops as he learns to remember certain hand positions and sequences of movements. The child develops imagination and fantasy. Typically, a child who has a high level of development of fine motor skills is able to reason logically, his memory, attention, and coherent speech are sufficiently developed.
I see the results of my work in the expression of interest children to various types of activities.
I noticed that children are increasing cognitive activity, all work performed increases performance children in class, relieves the load. This, in turn, has a positive effect on the acquisition of skills, improvement of visual and auditory perception, development of visual-figurative and logical thinking, voluntary attention, creative imagination, speech, fine motor skills and hand coordination, mastering basic graphic skills.
It can be argued that the child’s adaptation to school conditions will pass quickly if he has sufficiently developed cognitive interests, the ability to voluntarily control his behavior, and subordinate private goals to more significant ones. The child is able to widely use basic mental operations, he has a good memory, and the ability to control his actions is developed. And if by the age of seven he has learned to control his fingers and hands in a playful way, i.e. he has well-developed fine motor skills and coordination of finger movements, he has mastered basic graphic skills, then this will be quite enough for further teaching writing at school.
Publications on the topic:
Consultation for educators “Preparing children to learn to read and write”
Everyone is well aware that speech is not an innate human ability. It is formed in the child gradually in the process of his growth and...Consultation with an educational psychologist “Preparing children for school” Preparing children for school. It is necessary to prepare a child for future schooling from the age of five. At five years old you can already do it.
Pedagogical support for children of senior preschool age in the process of readiness for school The implementation of the main tasks of preschool education in the context of the main ideas of the Federal State Educational Standard for Education is impossible without the creation of special conditions for interaction.
According to numerous studies by educational psychologists, “correct” preparation for school should be focused on play activities.
Consultation for parents “Preparing children for school” Preparing your child for school: recommendations The time is approaching when your child will proudly bear the title of first-grader. And in connection.
Presentation for GCD on speech development based on the manual by L. E. Zhurova “Preparation for teaching literacy to children 5–6 years old” Dear colleagues, we all know how important preparation for literacy is for older preschoolers! Teachers working in preschool education.
Presentation “Preparing children for school in the middle group through FEMP” 1 - “Preparing children for school in the middle group through FEMP.” Considering that gaming activity is the leading one for children.
Psychological readiness of a preschool child to study at school Parent meeting among preparatory groups “Psychological readiness of a preschool child to study at school” Hello.
Workshop for teachers “Preparing children to learn to read and write” Goal: Increasing the competence of teachers in the theoretical issue of preparing children for learning to read and write. Objectives: Activate knowledge.
Interaction between a speech therapist and parents to prepare preschool children for school INTERACTION OF Speech-Language Pathologist TEACHERS WITH PARENTS IN PREPARING PRESCHOOL CHILDREN FOR STUDYING AT SCHOOL Abstract. Features are described.
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