Development and implementation of the program "Preparing children for school"

in a municipal budgetary educational institution

Kamensk secondary school

"Do not catch up with the past, but create the future"

Project theme

The innovative project "Preparing children for school" is focused on the development of modern forms of interaction between the subjects of the educational process - students, teachers, parents based ondevelopment of variable forms of preschool education, adequate to the characteristics of preschool childhood, taking into account full preparation for school.

Goals, objectives and system of indicators for achieving the project goals

The basis of policy in the field of preschool education is determined, in our opinion, by three groups of strategic goals:

1. Quality objectives:

improving the quality and efficiency of the preschool education system, developing and implementing programs, technologies that implement high-quality preparation for school.

2. Accessibility goals:

provision of alternative forms of education for children of senior preschool age, which improve the quality of education at its subsequent stages.

3. Management objectives:

the opening of an innovative system of preschool education to ensure equal starting opportunities for preschoolers; creating conditions for ensuring the continuity of preschool and general primary education

The ultimate goal of this project is:

implementation of a unified line of child development at the stages of preschool and primary school childhood, giving the pedagogical process an integral, consistent and promising character.

Tasks:

Organize the process of teaching, upbringing and development of children at the stage of preschool education, taking into account the needs and capabilities of children of this age;

2. Develop and implement an educational program on the foundations of continuity of preschool and primary education;

3. Provide a smooth, stressless transition from play to learning activities;

4. Strengthen and develop a child's emotionally positive attitude towards school, a desire to learn;

5. Organize activities to provide psychological and pedagogical support for preschool children;

6. To create conditions for organizing the educational process with preschool children who do not attend a preschool educational institution, who attend non-systematically or who did not attend throughout their preschool childhood.

Indicators of the effectiveness of the implementation of an innovative school project	Measurement unit of the indicator
	Measurement unit of the indicator
1. Target orientation of modern preschool education	The provision of the compulsory part of the program at a sufficient level for the development of the child and the successful development of programs of primary general education
	Provision of students' activities with a modern material and technical base
	Increase in the number of students enrolled in school training
	The share of teachers who ensure the implementation of FGT and FGOS through the integration of three types of educational activities of students: educational, extracurricular and extracurricular activities
	The introduction of elements of social design of students into the educational component of the school, ensuring the high efficiency of their socialization
	Building a system of psychological and pedagogical support of students in the educational process, contributing to the identification and support of children in various spheres of their life
2. Principles of educational activities and content of education	Enhancing the role continuity with primary educationand strengthening the role of individual achievement in assessing a child's readiness for school
	The proportion of the number of students enrolled in the program builtin the form of "joint activity", "independent activity"
	Enhancement integration of educational areas, organization of educational work in age-appropriate forms
3 . Planned outcomes of preschool education	An increase in the number and variety of educational programs that implementdirections of comprehensive development of the child, implemented in all educational areas and adequate types of activities
3 . Planned outcomes of preschool education	Increasing the satisfaction of children and parents with the results of work:"Social portrait" of a 7-year-old child. Integrative qualities that a child CAN acquire as a result of mastering the Program.
4. Monitoring the achievement of planned results by children	The involvement of parents, through the development of the system of state and public administration, in the process of implementing the program "Preparing children for school", aimed atensuring the possibility of a single start for first graders
	Enhancement adaptation of future first graders to school at an early stage of education
	Monitoring physical, intellectual, personal qualities of the child through observations, conversations and criterion-oriented techniques

Expected results and effects of the project

Creation of a system of continuous education of preschool and primary school level, contributing to the most successful adaptation of the child to school.
Using the educational program for primary school teachers "Strategy and tactics of continuity of preschool and primary education in the context of modernization of education."
Increasing the coverage of students with preschool education, including paid education.

Ensuring the readiness of students to continue their education and work in a constantly changing social environment.

Presentation of the pedagogical experience of school teachers in ensuring continuity in child development.
Creation of conditions for maintaining the health of all participants in the educational process.

Providing basic and additional education that meets the state standard.

Enhancing the participation of students and parents in solving specific educational problems.

Optimization of the system of social partnership with institutions of a rural settlement and district.

Expansion of financial support by attracting additional sources.

Description of the main problem and justification of the relevance of its development

In his Address to the Federal Assembly, the President of the Russian Federation D.A. Medvedev on November 30, 2010 set a number of tasks for the development of the preschool education system for the heads of the highest executive bodies of state power of the constituent entities of the Russian Federation, heads of local self-government bodies:

a) develop and implement programs for the reconstruction of existing and construction of new kindergartens;

b) to provide support for the development of variable forms of preschool education, including non-governmental children's organizations and family kindergartens, providing, if possible, providing them with appropriate premises, the use of reduced rental rates, property tax benefits;

c) provide for the creation of preschool groups in general education schools for children who do not attend kindergartens.

At present, various models of organizing preschool education are being developed in the territories. The model of organizing preparatory classes for children 5-7 years old on the basis of preschool educational institutions, institutions of additional education, secondary schools is becoming more and more popular in practice.

We present the experience of organizing preschool education for children 5-6 years old on the basis of our school, which is one of the first schools in the region to carry out such work.

This experience can be useful not only for preschool and primary education teachers, but also for parents, as well as everyone interested in organizing preschool education for children.

The need to open a preparatory class for a base school was due to the presence of the only preschool educational institution in the village, a shortage of vacant places in it, and, as a result, a high percentage of children who are not ready for schooling.

Based on the above problems, the emphasis is on preschool education, which is aimed at leveling the starting opportunities of children from different social groups and strata of the population in obtaining a quality general education, at ensuring the continuity of preschool and primary education.

The project is based on the idea of \u200b\u200bapprobation, implementation and observance of continuity between the stages of development and education - from preschool to upper secondary, which will ensure a consistent sustainable increase in the level of education.

Terms and stages of project implementation

The project implementation consists of three stages.

1st stage - preparatory (January-August 2010)

Purpose:scientific and theoretical justification of the project.

Tasks:

- Study of regulatory documents on the project problem;

- Clarification of goals and objectives, the main directions of activities for the implementation of the project;

- Project development;

Planned result: project development (completed).

Key events of the 1st stage:

1. Study of regulatory documents on the project problem;

2. Analysis of the level of professional competence of teachers for preparing children for school:

Monitoring the level of development of professional competence of teachers on preschool education;

Monitoring the motivation of teachers to improve their professional competence in preschool education;

3. Monitoring the need for organizing a preparatory class for school on the basis of MBOU Kamenskaya secondary school.

4. Project development, creation of creative workshops for teachers and professional parents.

5. Creation of a regulatory framework for the organization of preschool training for preschool children.

2nd stage - experimental, correctional (August 2010 - May 2011)

Purpose:implementation of the project in the course of experimental activities.

Tasks:

- Organization of the work of teachers and professional parents in creative workshops;

- Organization of work of the preparatory class;

- Creation of a favorable psychological microclimate;

- Interim control of the project implementation;

Planned results:

1. Identification of problem areas in the activities of teachers;

2. Development of individual educational routes for teachers aimed at improving their pedagogical skills in preparing children for school;

3. Summarizing the experience of short-term project work;

4. Making proposals for correcting the project;

Key events of the 2nd stage:

1. Study of the legal and methodological base;

2. Conducting master classes, consultations in creative workshops;

3. Development of guidelines for teachers;

4. Study, generalization and presentation of the positive experience of creative workshops at the pedagogical council.

Purpose:creation and implementation of the project "Preparing children for school" - preparatory class in MBOU Kamenskaya secondary school.

Tasks:

Organization of the process of teaching, upbringing and development of children at the stage of preschool education, taking into account the needs and capabilities of children of this age;

Development and implementation of an educational program on the foundations of the continuity of preschool and primary education;

Ensuring a smooth, stress-free transition from play to learning activities;

Strengthening and development of the child's emotional-positive attitude to school, the desire to learn;

Planned results:

1. Creation and implementation of the project "Preparing children for school" - preparatory class in MBOU Kamenskaya secondary school.

Key events of the 3rd stage:

Updating the school's educational program aimed at identifying and supporting children not covered by preschool education, developing effective social partnerships, networking and quality management of education.
Control over the organization of the educational process, the distribution of the teaching load, extracurricular educational activities of the preparatory class students;
Conducting by parents - specialists of consultations on issues at parent-teacher meetings;
Involvement of enterprises of the rural settlement Ateptsevskoe;
Purchase of equipment for educational and play activities, strengthening of the material and technical base;
Involvement of medical workers in rural outpatient clinics for medical examination and vitaminization of children.
Posting the results of the project on the school website;

Implementation of the project in educational practice of the school

On September 1, 2010, the staff of the school started to test the training and development program for senior preschoolers "Preparing children for school".

In the dictionary of S.I. Ozhegov, the following interpretation is given: "A method is an action or a system of actions used in the performance of some work, in the implementation of something"

Dictionary by D.N. Ushakova: “METHOD, way, · husband. 1. This or that order, mode of action, method in the performance of some work, in achieving some goal. 2. A material means, a tool for something (outdated). "

System of actions for the implementation of this project:

1. Informing all participants in the educational process about this project.

2. Submission of the project for wide discussion by all interested parties.

3. Development of a system of measures for individual stages of implementation activities.

4. Definition of a system of methods, tools for project implementation.

5. Use of modern pedagogical technologies for the implementation of this project.

6. Systematic analysis and adjustment of actions to organize implementation activities.

Financial and resource support for the implementation of an innovative project

Financial resource

It is known that budget funding is not enough for the development of the school. Determining the difference between the real costs for the full-fledged activity of the school in order to implement innovative programs and budget funding, we realized the task of finding additional sources.

The sources of extrabudgetary funding are:

1. Social partners (business structures);

2. Paid educational services;

3. Grant aid in the form of property.

Organizational and managerial resource

Organizational and managerial resource is implemented through the management structure of an educational institution based on a competency-based approach:

the first level (strategic) - the Governing Council, the Pedagogical Council, the Parents' Committee, the director of the educational institution;
the second level (tactical) - the Coordination Council, deputy directors;
the third level (organizational) - methodological associations of teachers, Council of Prevention, Student Council;
the fourth level (performing) - public organizations, students, teachers, parents.

As a result of information search, modern experience of pedagogical activity, analysis of social order, we are convinced that in order to survive, the school must change. To do this, you need to open your internal resources and actively attract external ones. In our school, we found the following internal resources: creating creative workshops for teachers with the involvement of professional parents.

In realizing the tasks of PNPE, we realize that today it is impossible to do with only internal resources, our own potential, the school needs to go beyond its own educational space. Therefore, we actively attract and use external resources - we submit public reports of the school, individual teachers in order to openness and accessibility of educational services provided by the school.

1. We hold open days, "round tables" on education and upbringing with the heads of interested organizations, mass sports events with the participation of the parent community, presentations of school achievements, reporting concerts.

2. We tell about interesting and significant affairs of the school in the media.

3. The governing board of the school is actively involved in solving issues of teaching and educating children.

Human resource

Staffing, as well as continuous improvement of the level of professional training of the administration and subject teachers.

Sociocultural interaction between school and environment as a fundamental resource.

This resource allows you to build horizontal interaction between different institutions working on common problems. The participants have a need for each other, for communication of specialists and institutions of equal status.

Material and technical support: - room for classes and joint activities of children (dormitory building on the school grounds); a gym with sports equipment for preschool and primary school children; video room; music room, dining room, classroom, games room, bedroom. Sets of visual and handouts on subjects, samples for practical work, workbooks, writing utensils, audio and video recordings, sets of board games, soft toys; visual aids for conducting classes on the development of elementary mathematical concepts; speech development and literacy training; familiarization with fiction. (See Attachment)

Control as a condition of resource provision.

Implementing in practice the position of humanization of education, we proceed from the fact that control will be effective if it is carried out openly, objectively, benevolently and with pedagogical participation.

Control objectives:

Compliance with the organization of educational activities;

Implementation of the continuity of preschool and primary care;

Organization of a comprehensive development system;

Control methods:

Questioning;

Testing, social survey;

Monitoring;

Observations, study of documentation;

Analysis of classes;

Conversation, the results of educational and educational activities of students;

Analysis of the implementation of the accepted management decisions at school.

Forms of organizing network interaction with other educational institutions and other organizations

Guided by the definition of a new school as a center " interaction both with parents and the local community, as well as with cultural institutions, health care, sports, leisure, and other social organizations "( National educational initiative "Our new school") MBOU - Kamenskaya secondary school carries out network interaction with the following institutions:

*Institutions with which we interact*	*Areas of interaction*	*Planned results of interaction*
MAOU Educational and Methodological Center (Naro-Fominsk)	Organization of refresher courses, provision of methodological assistance	Designating a school as a health networking hub
Administration of the rural settlement	Organization of sponsorship	Purchase of equipment necessary for organizing the work of the preparatory class
Kamenskaya ambulance station	Conducting clinical examination, fortification of students.	Improving immunity, reducing the incidence
MBDOU kindergarten combined type No. 59	Exercising continuity.	Successful adaptation of children to school conditions
DK vsele Kamenskoe	Organization of additional education; holding joint cultural events	Increase in the number of children enrolled in additional education
MOU DOD Children's Art House No. 1 named after V.Voloshina (Naro-Fominsk)	Organization of additional education.	Increasing the number of children attending circles and sections
Parents are specialists	Providing advisory assistance to teachers and parents on targeted issues;	Raising the level of education, awareness of teachers and parents.

The practice of implementing innovations in preparing children for schooling in the conditions of additional education institutions

Preparing children for school, in itself, is not a new problem, in kindergartens and earlier it was given great importance, since in preschool institutions there are all conditions for solving this problem. But in practice, the issues of preparing children for school were considered rather narrowly and boiled down to the assimilation of knowledge of an obligatory basic component - elementary mathematical concepts and literacy.

In the modern world, schools are very different among themselves, both in programs and in teaching methods. Therefore, the question of the child's readiness and preparation for school is especially acute. Preschool education is the basis of the entire educational system, in the process of which the child's personality is formed, which determines his further development.

The preparation of children for school is currently carried out not only in kindergartens, now there are many preschool institutions that prepare children for school.

In the context of modernization of the modern education system, there is a need to update the content of preschool education.

The main mechanism for optimizing the development of the preschool education system is the search and development of innovations that contribute to the development of various directions in institutions of additional education. Innovation activity is a process that allows you to move to a higher quality level in education using new methods, programs, technologies. The general goal of introducing innovations is to achieve high results in preschool education, upbringing and personal development. Currently, the entire education system is included in the innovation process.

Since 2009, an integrated educational program of the pre-school preparation studio "ABVGDeyka", which specializes in preparing children for school, has been implemented at the MOU DOD CDT.

The purpose of teaching this studio is to develop a versatile creative personality, to create a holistic view of the world around the child. Integration in learning as a goal should give the student the knowledge that reflect the connectedness of individual parts of the world as a system, teach a child from the first steps of learning to imagine the world as a single whole, in which all the elements are interconnected (Yu.M. Kolyagin).

Thus, in addition to teaching basic subjects, such as the basics of writing and mathematics, the activities of the preschool training studio are: familiarization with the basics of life safety, the use of health-saving technologies, environmental education of preschoolers, the integration of the educational process, much attention is paid to joint work with parents.

To enhance the position of the family in raising a child, new forms of work with parents are being introduced. According to psychologists L.S. Vygotsky and D.B. Elkonina “the development of a child occurs only in a social environment, through interaction with this environment. The first and most significant environment for a child is his family. It is the relationship in the parental family, the attitude towards the child on the part of the parents that largely determine the child's mental development, including the formation of his adaptive capabilities ”. Therefore, working with the family is an important task of the educational system in general and preschool and additional education in particular.

In the MOU DOD Children's Art Center in Balashov, when working with parents, it is carried out as generally accepted events, such as meetings, diagnostic and analytical questionnaires when a child enters a preschool studio, conversations with parents, including family visits in order to get to know the child and his close in a child's familiar environment, consultations and innovative ones, one of which is the creative living room “Mom, Dad, I am a creative family”. In the creative process of such events, the experience of family education is exchanged, exhibitions of drawings, handicrafts of parents and children, joint concerts of amateur performances are organized, calm, trusting communication takes place, and parents act not as spectators, but as active participants. All this contributes parents' interest in preschool education of children, showing interest in the content of classes, encouraging parents to analyze certain methods of upbringing, increasing their interest in discussing issues and solving certain pedagogical situations and tasks.

Another innovative direction of the preschool training studio is teaching pupils the basics of life safety. Modern living conditions prove the need to introduce this subject to preschool children. The upbringing and training of children in personal safety and life safety is carried out, as a rule, not only in specially organized classes, but also during walks, excursions, regime moments, classes in other subjects. Pupils of the pre-school training studio are active participants and spectators of the district competition of young traffic inspectors "Safe Wheel", which is held annually. Pupils will learn the rules of personal safety in integrated lessons. An example of such integrated lessons can be classes in the lessons "Entertaining English", on the topics "My House", where children repeat the names of household items, study their names in English, draw pictures on the topic "My House", and in physical study and consolidate the rules of conduct in the house, or on the topic "Transport", where pupils study the name of the modes of transport in English language, make up the story "My journey", perform the application, as well as study transport safety rules.

Classes based on integration make it possible to more effectively and better prepare a pupil for school and achieve the goals of the pre-school training studio program. In such classes, pupils are trained not according to the principle "they teach me", but according to the principle "we study together."

Much attention is paid to the study of the surrounding world and environmental education and training. The program includes a section "Understanding the World", which is aimed at expanding knowledge about the surrounding objective world, about the natural and social environment. Particular attention is paid to the preschooler's awareness of the bright, easily perceived characteristic features of nature objects, the cognitive interests of the future student develop, his ability to use the knowledge gained in specific activities, the rules of behavior in nature and society are learned, which again speaks of the integration of classes.

One of the tasks of institutions of additional education is to protect the life and health of pupils. Due to poor ecology, the health of the younger generation is deteriorating every year, the incidence of visual diseases and diseases of the musculoskeletal system is growing. Therefore, it became necessary to introduce health technologies into the process of physical education of preschoolers. In addition to the generally accepted physical education minutes, some classes take place in the form of a game or in the form of a combined lesson and physical education. So, for example, when studying colors in an English lesson, the games "Seven-colored flower" and "Merry cube" are used, the tasks of which are not only the study of colors and shades in English, but also the general strengthening of the body, back muscles, arches of the feet. Pupils, using colored ribbons, cubes not only learn colors during the game, but also perform physical exercises. Such activities form the habit of maintaining the correct body position during classes, help to maintain the health of pupils, and contribute to the harmonious development of preschoolers. Practice has shown that pupils like classes using non-standard equipment, made by hand, it contributes to a favorable emotional mood and increases interest in classes.

Thus, the introduction of innovations is the most important condition for improving and reforming the system of additional education. Innovation activity is a process that allows an institution to move to a new, higher quality stage of development. Innovations in the preschool education curriculum in the preschool studio make it possible to achieve the goals of the program more fully. At the same time, the introduction of innovations requires professional competence, which is based on the personal and professional development of teachers. Therefore, the entire teaching staff should be in constant search of new forms of work with pupils and parents.

References:

Aizman R.I., Zharova G.N., Aizman L.K., Savinkov A.I., Zabramnaya S.D. and others Preparing a child for school. - M., 1992.

Basova N.V. Pedagogy and Practical Psychology. - Rostov - on - Don, 1999.

Belaya K.Yu. Innovative activities in the preschool educational institution. M., 2005.

Bozhovich L.I. Personality and its formation in childhood. - M., 1968.

Geytsi E.D. The problem of preparing children for school as one of the aspects of education reform // Modern problems of science and education. - 2005. - No. 2

Lisina N.I., Kopchelya G.I. Communication with adults and psychological preparation of children for school. - Kishenev, 1987.

Lisina N.I. The influence of relationships with close adults on the development of an early child // Vopr. psychol. 1961. No. 3.

Svetlovskaya I.S. On integration as a methodological phenomenon and its possibilities in primary education // Primary school. - 1990. - No. 5. - P.57-60.

Elkonin D.B. From scientific diaries // Izbr. psychol. tr. M .: Pedagogy, 1989.

"Abstracts" The text of the work "Variable forms of preparing children for school"

Variable forms of preparing children for school

The concept of preparing preschool children for schooling as a psychological and pedagogical component. The development of children in the preschool period. Features of the work of preparatory groups on the basis of the school of the South-Western Administrative District of Moscow.

INTRODUCTION

Chapter 1. Theoretical Foundations of Preparing Preschool Children for Schooling
1.1 The concept of "preparing preschool children for schooling" as a psychological and pedagogical component
1.2 The nature and characteristics of the development of children in the preschool period
1.3 The need to develop and implement variable forms of preparing children for school
Chapter 2. Practical study of preparing preschool children for schooling
2.1 Psychological and pedagogical methods of studying the preparation of children for schooling at the preschool stage
2.2 Features of the work of preparatory groups on the basis of the school of the South-Western Administrative District of Moscow
2.3 Features of the work of the preparatory groups of the kindergarten of the South-Western Administrative District of Moscow
2.4 Statistical analysis of the number of kindergartens and groups based on schools in the Southwestern Administrative District of Moscow that prepare children for school
Conclusion on chapter II
Conclusion

INTRODUCTION

Chapter 1. Theoretical Foundations of Preparing Preschool Children for Schooling

1.1 The concept of "preparing preschool children for schooling" as a psychological and pedagogical component

1.2 The nature and characteristics of the development of children in the preschool period

The main provisions of the organization of preschool training for children 5-7 years old

Plan:

Preschool education as an innovative direction in working with preschool children.

The purpose and objectives of preschool education

The main directions of preparatory work for preschool education

Experience of preschool education for children 5-7 years old

Forms and models of organization of preschool training of children

5.1. Preschool training on the basis of institutions related to the field of preschool education

5.2. Preschool training on the basis of preschool and secondary schools

5.3. Preschool education based on additional education

5.4 Preschool education in a family setting

5.5. Basic models of preschool education of children in Orenburg and the Orenburg region

Features of preschool preparation of children in preschool educational institutions and schools

Preschool education programs for children

7.1 Programs for the preparation of children who regularly attend kindergarten

7.2 Programs for groups of students at school

7.3 Programs for home training with parents, tutors-tutors

Pre-school education technologies for children 5-7 years old

Requirements for the organization of the daily routine and training sessions

Preparation of specialists for preschool

The results of preschool education for children 5-7 years old

1. Preschool education as an innovative direction in working with preschool children.

The emergence of a new stage of the general education system - preschool education, providing equal starting opportunities for children 5-7 years old is provided for in the "Federal Target Program for the Development of Education for 2006-2010". (Concept of the Federal Program for the Development of Education for 2006-2010 from 03.09.2005 No. 1340-r).

Preschool education, like education in general, is a system of processes of interaction between people in society, which, on the one hand, ensures the development of the abilities of each individual, and on the other hand, his entry into this society (socialization).

Preschool education is pedagogical innovation, that is, a change aimed at improving the development, education and training of older preschoolers.

2. The purpose and objectives of preschool education

The purpose of this innovation is to ensure the maximum coverage (up to 90%) of preschool education programs for children 5-6 years old, primarily children from low-income families, by further opening groups of short-term stay of preschool children in the region on the basis of educational institutions of all types; ensuring a single start for preschool children when entering the first grade; preservation of mental and physical health of children; ensuring the continuity of preschool and primary education.

The tasks of preschool age are not only and not so much to prepare the child for school, but, first of all, to form the most important human qualities and abilities. Such as creativity, imagination, arbitrariness, humane treatment of other people, and so on. All this is much more valuable than knowledge of letters, numbers and other educational information. Therefore, there is no need to rush the child to master this knowledge, but it is boring to help him fully, that is, it is fun, interesting, to actively live the preschool years.

3. The main directions of preparatory work for preschool education

Extensive discussions unfolded on preschool education which were attended by leading experts, teachers, psychologists, physiologists, sociologists and representatives of educational authorities dealing with the problem of preschool education, including.

The introduction of preschool education artificially divides the entire period of a child's development from birth to 7 years. Most teachers and parents understand it as compulsory purposeful teaching of children to write, read, mathematics, that is, school subjects. The results of modern scientific research indisputably indicate that accelerated development of school readiness in preschoolers negatively affects their mental and physical health and development, in addition, erecting barriers to the harmonious inclusion of children in school life.

The transfer of children 5-6 years old to learning conditions requires serious special preparatory work in the following areas:

preservation of the opportunity for children 5-6 years old to study and grow up in kindergarten;

organization of preparatory groups both at kindergartens and at schools for children who do not attend preschool educational institutions;

introduction of a unified basic program of education, upbringing and development of children aged 5-6 years for preschool educational institutions and schools, which provides, along with literacy, to a large extent play, visual and musical activities, physical activity, which contributes, first of all, to the general development of the child, in including the emotional sphere, preserves children's health, interest in further education at school;

use of preschool-type techniques in work with children of 5-6 years old, regardless of where this work will be carried out - in kindergarten or at school;

creating at school the necessary material conditions for learning, rest (sleep), play (premises, furniture, toys) and a favorable full-day regime for children in need (with a walk, meals, daytime sleep, entertainment);

preparation of educators and teachers to work with children 5-6 years old according to a unified program and technologies aimed at the development of basic mental functions (thinking, arbitrary memory, imagination), which ensure the success of their further education, personal and professional development.

4. Experience of preschool education of children 5-7 years old

The experience is widespread in the world when several parents, having gathered a group of children, want their children to be taught this and that... And the state, having accepted such a statement from the parents, is obliged to finance this process.

In the United States, since 1965, the national Head Start program has been operating, in which approximately 1.3 million volunteers and 1400 non-profit organizations participate. The program provides comprehensive services in the development of children from 3 to 5 years old.

Since 1959 cuba is implementing a national education program for preschool and preschool children in Teach Your Child day groups. Under the program, children aged 6-7 years living in rural areas attend elementary schools once or twice a week with family members for classes and discussions.

In the 1980s, an experiment was held in Russia to educate six-year-olds, which involved 50,000 children studying for one year in both kindergarten and school.

In the 90s, an experiment was held in Russia to organize groups for short-term stay of children in preschool educational institutions. The experiment showed a real possibility of increasing the percentage of children enrolled in preschool education, but did not solve the problem of a single start for children entering the first grade due to the lack of software and methodological support.

5. Forms and models of organization of preschool education of children

Like any education, preschool education can be institutional, since there are formal structures or organizations (institutions) in society that have education as the main goal (for example, preschool educational institutions, child development centers, institutions of additional education, schools, etc.), and non-institutional , if education is carried out bypassing them (family or home education), however, in these cases, the content of education is determined by the content of institutional education.

Pre-school education for older preschool children can be carried out:

on the basis of institutions related to the field of preschool education (preschool educational institutions and educational institutions for children of preschool and primary school age);

on the basis of educational institutions, cultural institutions and parental communities;

education in the family (represented in the form of proper family education, carried out by parents, the involvement of tutors and tutors).

5.1. Preschool training on the basis of institutions related to the field of preschool education

Various models are used for organizing preschool training on the basis of educational institutions of preschool educational institutions and schools.

On the basis of a preschool educational institution, it can be groups of short-term stay of children ... In this case, children attend only the required minimum of classes to ensure that they are ready for school. The number of these lessons per week should not be strictly regulated and may depend on the results of the introductory psychological and pedagogical diagnostics. The same results determine the set of "objects" that are necessary for a particular child.

On the basis of preschool educational institutions, the following models of preschool training are organized:

kindergarten preparatory group;

preschool group from 5 to 7 years old at the Child Development Center (CRD);

flexible mode groups. It accepts children for a certain number of hours a day. At this time, the services that the kindergarten provides are negotiated: classes with teachers, health improvement and nutrition of the child and additional services of a psychologist, social teacher, speech therapist, music worker, specialist in visual arts.

adaptation groups. They differ from flexible stay groups in that they function mainly during the summer and are intended for children who are preparing to go to school or kindergarten.

Correctional groups in preschool educational institutions.

This form of organization of preschool education is designed to prepare children 5-7 years old for school, who have deviations in development and health and are not covered by preschool education. group "Special child" ... This group accepts children from 5 to 8 years old with complex defects, disabled children who are not eligible for admission to other specialized kindergartens. The teacher of such a group is tasked with social adaptation of children, providing psychological and pedagogical assistance to them and their parents. The maximum stay of one child is no more than 5 hours a day, with an individual visit schedule for each child. At the same time, this group cannot contain more than 5 children with a total payroll of 20 people. Before concluding a contract with parents, the child goes through an adaptation period for a month. At this time, his examination is carried out and an individual development map is drawn up. Three options have been worked out for children to visit such a group: constantly together with their parents; together with parents for the period of adaptation; without parents.

On the basis of the school can be created preschool preparation groups , schools of the future first grader, etc., which usually work in the afternoon or on weekends. Most often, parents and children are offered a set of compulsory classes for a specific program, determined by the teacher. The advantage of this form of preschool education is that the preschool child is engaged from the very beginning within the framework of the educational system (program), according to which the primary school operates. At the same time, there is a great risk that the teacher will implement school teaching technologies without taking into account the age and individual characteristics of children, even if an introductory diagnosis is carried out. Often, the school administration requires all future first-graders to attend these classes. Parents should keep in mind that if their child goes to kindergarten, then school is not compulsory for him. Such "double" preparation can lead to serious overloads, breakdowns and cause a persistent dislike of learning in the child.

groups of short-term stay in preparation for school at educational institutions "secondary school with preschool groups";

groups of preschool preparation of semi-boarding type for children of five to six years old at educational institutions "secondary school with preschool groups";

5.2. Preschool preparation on the basis of preschool educational institutions and secondary schools

And combination options:

Preschool education on the basis of a preschool educational institution, as a type of short-term stay group for obtaining a basic component with a school teacher (on the basis of an agreement with the school).

Pre-school education: on the basis of the school - (4 hours) + on the basis of a preschool educational institution as a type of short-term stay group (for the implementation of educational and educational goals).

kindergarten preparatory groups for school, which is a module of the secondary school education center;

UVK - primary school - kindergarten, gymnasiums.

groups of short-term stay in preparation for school, organized on the basis of centers of additional education, psychological and pedagogical centers and other educational organizations - both state and non-state

5.3. Preschool preparation based on additional education

On the basis of institutions of additional education, the content of preschool education is often directly dependent on the "order" of parents. Unfortunately, this order is often determined by the subjective ideas of parents about what a future first grader should know and be able to do. Hence the desire to necessarily teach a child to read, count, speak English, use a computer, etc., while readiness for school is determined by his full-fledged personal development (social, cultural, cognitive). The advantage of this form is the possibility of attracting a wide variety of high-level specialists who know modern preschool educational technologies to pre-school education of children. In addition, here the child can also be offered the necessary minimum of classes to ensure his readiness for school, during which his individual development will be constantly adjusted.

Today, many institutions of additional education for children in various regions of Russia have accumulated their own arsenal of tools, forms and methods for implementing effective models of preschool education. "School of early development" (for children 4-6 years old), "Center for the development of preschoolers" (for children 4-7 years old), "Groups of short-term stay" (for children 4-6 years old), "School of the future first grader" (for children 6-7 years old), "Studio for early creative development" (for children 4-7 years old), "Family lessons for the little ones" (for children 4-6 years old), "Intensive Association" (for children 6-7 years old ), "School preparation courses" (for children 6-7 years old), "Studio for early creative development" (for children 4-7 years old), etc.

The experimental model of preschool education implemented in practice today in supplementary education does not imply reproduction of the well-known subject principle of school teaching. Particularly dangerous is the “objective isolation” of students' activities during preschool childhood. Subject activity, understood by us in a broad socio-psychological sense, should not become a self-sufficient factor at the preschool stage of the general education system.

Thus, preschool education groups can be created on the basis of not only preschool educational institutions and schools, but voluntary parental communities, libraries, museums, clubs, houses of children's creativity.

When providing governing services special attention is paid to the personality of the tutor. It should be a highly qualified specialist with versatile knowledge and abilities, able to work individually with each child. Governor services are provided to the baby both in the preschool educational institution and at home. They include individual lessons, the organization of supervision, walks, visits to cultural institutions, sporting events, family celebrations, parental counseling, and joint activities with parents and children. This type of service is used mainly by wealthy parents.

5.4. Pre-school preparation in a family setting

Preparing children for school at home under the auspices of the Education Department. This form of organization of preschool education is designed to prepare children 5-7 years old for school at home, not covered by preschool education.

Advice centers for parents with the involvement of qualified professionals. This form of organization of preschool education is designed to assist parents (legal representatives) in preparing children 5-7 years old for school. Advisory centers can function on the basis of preschool educational institutions, educational institutions

Home education (system of tutoring service based on the CRR).

Family education according to existing standards (under the patronage of preschool educational institutions or educational authorities that carry out this activity (School of Mothers).

Opening of Lecotheques and Child Play Support Centers.

Lekoteka is a new form of work for interacting with a family raising a child with special psychophysical development. At the same time, this is a way to provide psychological and pedagogical support for children from 2 to 7 years old with developmental disabilities for socialization, the formation of prerequisites for educational activities, support for the development of the personality of children, selection of the optimal educational route.

The goal of Lekotek is to provide children with special needs and their families with a place to meet with professionals, opportunities for cooperation. Lekoteka uses family-centered play as key to facilitating the inclusion of children with disabilities and developmental problems in the full spectrum of family and community life.

5.5. The main models of preschool education of children in Orenburg and the Orenburg region

Currently, on the territory of our region several models of preschool preparation were formed as an intermediate stage between kindergarten and primary school.

First. The preschool group is organized in a kindergarten for children who do not attend kindergarten for various reasons as an additional educational service. A kindergarten teacher works with children, implementing one of the preschool education programs.

Second. The preschool group was created in an institution of additional education for children who do not attend kindergarten... A teacher of additional education works with children, also carrying out a preschool education program.

Third. In small villages, the work of a preschool group is organized, a teacher works in it, to whom children who do not attend kindergarten come to school, as well as adults during classes bring children from a small group of different ages in a kindergarten. The task of the teacher is to compensate for the content of the preparatory group of the kindergarten for children who do not attend a preschool institution.

Fourth. The preparatory group of the kindergarten is also the preschool group. Classes are led by a teacher who will then continue to work with these children in the first grade.

Fifth. In a village where there is no kindergarten, a preschool group is organized for children with the implementation of a kindergarten program... An educator of a short-term stay group, a school employee works with children.

Such a variety of organizational forms, it would seem, should be a good indicator of the implementation of the principle of variability in preschool education. However, in this case, it gives rise to a conflict situation between a kindergarten and a school for the place of a leader in the educational policy of preschool education.

6. Features of preschool preparation of children in preschool educational institutions and schools

IN kindergartens Traditionally, there are preparatory groups for school, working on special programs. These programs have been created and experimentally tested by teams of psychologists and teachers from leading research laboratories in the country, who have indisputable authority in the field of preschool education.

But the main positions on the organization of preschool preparation of children should belong to the school School makes certain requirements for the children who entered the first grade and thus imposes on the public consciousness a model of the future successful student. Therefore, it is more expedient if she is the main organizer of preschool preparation and participates in the implementation of her model.

Preschool education at schools turns out to be attractive for parents, since it implies the acquaintance of children with the future class teacher, with the school and its life, it ensures a smooth fit into the curriculum in which the child will be engaged. Schools themselves see the advantage of preschool education in this. However, in reality, neither the first nor the second model exist in a pure form and develop in parallel to each other.

As a result, children are forced to combine attending classes in preschool education groups with attending kindergarten, which they need not only as a form of child care and supervision, but also as a playground for games with peers under the guidance of a teacher or psychologist, and as a “school »Socialization. The negative consequence of this combination is duplication of activities, leading to an overload of children.

For children simultaneously attending kindergarten and preschool education groups outside of it, sliding attendance schedules should be created, allowing, on the one hand, more optimal use of the place in the preschool, on the other hand, to avoid overloading the child due to too many activities.

In turn, the kindergarten should take into account the situation in which schooling begins at the age of six, and offer parents different options for pre-school preparation groups, programs for which are drawn up taking into account age characteristics and taking into account the future prospects of the child.

“Today, parents who think about their children choose a“ full-time school ”whenever possible in the afternoon belongs to the system of additional education. This means that the main line of development of the model of preschool education should be associated, on the one hand, with the development of variability of forms and giving the family a choice of form. If parents decide that a child will start school from the age of six, they should be able to find appropriate training courses for him, taking into account the peculiarities of the five-year plans and the specifics of the future education of children of six years of age.

At the same time, regardless of whether the school, kindergarten or other educational structure is leading in the system of preschool training, the system itself should focus on preschool methods work with children of the seventh year of life and prevent the broadcast of school methods.

7. Preschool education programs for children

7.1. Programs for the preparation of children who constantly attend kindergarten

According to numerous studies of educational psychologists, program for the preparation of children who constantly attend kindergartenshould focus on play activities, physical, physiological and psychological development of the child. For example, the development of fine motor skills. After all, the lack of this skill entails not only big problems with writing, but also in the formation of oral speech - physiologists have long proven that the development of fine motor skills is associated with the speech center. Other, no less important abilities that need to be developed in a preschool child are the ability to listen, speak, communicate in an environment of their own kind, and organize their activities.

When working with children 5-6 years old, you can use the following programs:

Continuity program ( N.A. Fedosova, T.S.Komarova, etc.), which creates conditions for ensuring a single start of education for children entering school from kindergarten and family.

Wellness and development program "Hello" (M.L. Lazarev), the main goal of which is to help teachers and parents organize health-improving work with preschool children, aimed at developing their health motivation.

The program of aesthetic education of children "Beauty. Joy. Creativity" ... (T.S.Komarova, A.V. Antonova, M.B. Zatsepina). Artistic - ecological program in fine arts for kindergartens and educational complexes. The content of the program is aimed at introducing preschoolers to art.

"Nature and the Artist". (T.A. Koptseva). This program is aimed at shaping in preschool children a holistic understanding of nature as a living organism, at introducing children to the world of arts.

Continuing Education Program "Kindergarten - School "Artistic Labor". (N.A. Malysheva). Teaching children is aimed at developing the artistic and creative abilities of children of preschool and primary school age.

The Joy of Creativity program. (O. A. Solomennikova). This program is aimed at developing the artistic and creative abilities of children 5-7 years old by means of folk decorative and applied arts.

The program "Synthesis of Arts in Aesthetic Education". (O.A. Kurevina). The program is aimed at the formation of an aesthetically developed personality, at awakening creative activity and artistic thinking, at identifying the abilities of self-expression through various forms of children's creativity.

Program "What color is the world?" (S.A. Zolochevsky) The program is aimed at developing the child's ability to look at the world through the eyes of an artist, at fostering a moral attitude towards the world through aesthetic development.

Kindergarten Fine Arts Program. (G.S. Shvaiko). This program is aimed at developing the artistic and creative abilities of children by means of art and others.

7.2. Programs for groups of students at school

"Continuity"- the set is created in accordance with the concept of lifelong education, allows you to create a unified system of preschool and primary education. The content of the teaching aids in the kit takes into account the age characteristics of children and helps to carefully prepare the child for school. All manuals were created by the authors of school textbooks, which excludes duplication of primary education programs.

The allowances can be used for family lessons, educational institutions such as "kindergarten", "kindergarten - primary school", "preschool gymnasium", which will help reduce the multilevel preparation of children for school.

Educational program "School 2100" (Under the scientific editorship of A.A.Leont'ev).

7.3. Home study programs with parents, tutors, tutors

"Soon to school" home study program where children get acquainted with letters and numbers, with geography and history of Russia.

Program "Preparing children for school", developed on the basis of N.F. Vinogradova "Preschool time" and L. Upraviteleva "Soon to school":

the foundation of key competencies, the development of which should take place in stages and gradually throughout the entire period of school education; initial key competencies (A.G. Gogoberidze, Doctor of Pedagogy, Professor of the Department of Pedagogical Sciences, Herzen Russian State Pedagogical University):

Initial health-preserving;

Initial personal and social competence;

Initial educational and cognitive competence.

Initial special (pre-subject) competencies:

Initial speech competence;

Initial literary competence;

Initial mathematical competence;

Initial environmental competence;

Initial artistic competence.

the foundations of the spiritual and moral image of the individual, the definition of personal and the assimilation of universal values;

a positive attitude towards school, a desire to learn, a desire to learn and master new things, i.e. the foundations of an active life position;

interest in your personality and the world around you; striving for productive communication with adults and peers;

positive self-esteem and self-confidence;

individual abilities and talents, the development of which will be carried out at the subsequent stages of the educational system.

foundations of health culture and skills of independent organization of a healthy lifestyle.

information from different areas of reality, which, as a result of appropriation by the child, becomes knowledge;

the methods and means of the child's activity, its different types: productive, play, motor, cognitive, speech;

ways of communication, adequate behavior in different situations,

a set of certain personal qualities (to be active, proactive, independent, tolerant, to be able to empathize and be happy, to look after one's appearance, etc.);

native language and Russian as a second (the requirements of the modern situation).

8 ... Preschool education technologies

We understand technologies as specific techniques and means used in the educational process. An exhaustive description of the features of preschool education was given by V.V. Davydov. He said: “Preschool age is valuable in itself because it allows the child ... to carry out various types of free activities - to play, draw, play music, listen to fairy tales and stories, design, help adults around the house and garden, etc. The child carries out these types of activities of his own free will, the very process of their implementation and their results, first of all, please the children themselves and the adults around them, without having any rigid rules and norms. But at the same time, the diversity of these types of activities (namely, diversity!) Gives children a lot of knowledge, skills and even skills, and most importantly, develops their feelings, thinking, imagination, memory, attention, will, moral qualities, craving for communication with peers and adults.

The technology of preschool education is built on the basis of an integrative approach and includes play, developmental learning (L.I. Venger, L.V. Zankov), individualization of education (individual trajectory of a child's development), fairy tale therapy, project activities.

The organization of the educational process in preschool groups, institutions is regulated by the curriculum, annual calendar educational schedule and class schedules in strict accordance with the requirements of SanPiN for children from 5 to 7 years old;

The educational environment plays an important role in teaching and upbringing.

The study room should be equipped with the necessary set of furniture in accordance with the height and age of the children. The playroom must be equipped with a set of soft modules, games, toys in accordance with the mental and physiological characteristics of older preschool children. Indoors, it is necessary to create a sports corner with a mini - sports complex and exercise equipment. On the school site, sports grounds should be created with an orientation towards the age of children from 5 to 7 years old.

9. Requirements for the organization of the daily routine and training sessions for children 5-7 years old

Requirements for the organization of the daily routine and training sessions (clause 2.12):

The maximum allowable volume of a weekly educational load for children from 5 years 6 months to 6 years is 15 lessons (+ 2 swimming lessons in the presence of a pool), duration of 1 lesson - 25 minutes, breaks between lessons - at least 10 minutes. (but no more than 3 lessons in the first half of the day);

The maximum allowable volume of a weekly educational load for children from 6 to 7 years old is 17 lessons per week (+ 2 lessons - swimming in the presence of a pool), the duration of one lesson is 30 minutes, the break between lessons is at least 10 minutes. (no more than 3 lessons in the first half of the day).

According to N.F. Vinogradova, the author of the "Preschool Time" program, no matter what social institution (kindergarten, school, family) preschool children will be taught in, it is necessary to take into account the psychological characteristics and capabilities of children senior preschool age. This is manifested in the following:

1. It is impossible to present children with requirements that they cannot fulfill, as this prevents the formation of a positive learning motivation for the child: attitude to the activity, interest in it, and as a consequence, the success of learning.

2. It should be borne in mind that the leading activity of this period of child development is play, and therefore play should become a priority form of organization and method of teaching.

3. It is necessary to create conditions for a more diverse educational and extracurricular communication of children. The need to communicate with peers is a special feature of children of this age, it is in the process of this activity that many communication skills are developed that are necessary for learning at school.

4. The teacher must know the individual characteristics of each pupil and take them into account in the learning process: the pace of activity, the peculiarities of attention, memory; relationships with peers, individual emotional manifestations.

When organizing the educational process with preschoolers, the following specifics are taken into account:

- educational activity in a preschool institution is not the leading activity, as in school;

- training is not substantive in nature;

- education, upbringing and development are carried out during the entire time of the child's stay in kindergarten (in training sessions, in joint activities with a teacher, in independent activities);

- the level of assimilation of knowledge, abilities, skills is not assessed by marks, there are no strict requirements for the timing of their development;

- selection of the content of knowledge is determined by the interests of the child, his age and psychophysiological capabilities.

A prerequisite for the organization of various forms of education for children of senior preschool age is compliance with certain requirements. The educational process in groups of older preschool children, regardless of the model of organization, should include three blocks: training; joint activities of an adult with children; independent activity of children. In this case, the leading role should belong to the second block - joint (partner) activities of an adult with children. The content of education and the organization of a subject-developing environment should correspond to the age characteristics of the development of children. Special attention should be paid to the organization of education for children of senior preschool age on the basis of general education schools.

Education in schools has a strict formalization, therefore, no matter what quality program is used, the process begins to gradually acquire the character inherent in teaching in elementary school, which contradicts the age characteristics of education and development of older preschoolers. Because of this, if a preschool educational group is created at a general education school, it should be an independent structural unit organized in accordance with the principles of building education for preschool children.

The organization of education for children of senior preschool age on the basis of institutions of additional education and cultural institutions should take place in accordance with the requirements for the organization of preschool educational groups provided for groups of short-term stays on the basis of preschool educational institutions.

At the same time, it is advisable to use the opportunities inherent in the specifics of the institutions of additional education and cultural institutions themselves, bearing in mind the wide context of the inclusion of children in various kinds of cultural practices (music, dance, fine arts, museum exhibitions, etc.).

The education of children of senior preschool age on the basis of the family and parental communities is a poorly developed practice in our region, therefore it requires special attention from the educational authorities. For the development of the sphere of family education for children of senior preschool age, it is necessary to determine its capabilities and limitations, forms of interaction between the family and the parental community with specialists in the field of development and education of children of senior preschool age (physiologists, psychologists, teachers).

10. Training of specialists for preschool

“The key role in the school belongs to the teacher,” said President Dmitry Medvedev, speaking on November 5 with his annual Address to the Federal Assembly of the Russian Federation. “And we need to develop a system of moral and material incentives to keep the best teachers in schools and to constantly improve their qualifications. But, more importantly, to replenish schools with a new generation of teachers. And it is not at all necessary - only with a pedagogical education. "

One of the key problems in organizing preschool training is shortage of qualified teachers - both in the preschool education system and in primary school. D school teachers are significantly better than primary school teachers understand the peculiarities of the development of five-year-old children and represent a more favorable professional group for advanced training in working with children 5-6 years old. The transition to preschool education affects very many structures - from teacher training colleges to teacher training colleges and IPKRO.

9 compulsory subjects are included in the draft student training program for the assignment of additional qualifications, including "psychological and pedagogical foundations of preschool maturity", "technologies for the intellectual, creative and social development of children 5-7 years old", "diagnostics of school maturity", "technology of work with the family to prepare children for school "," pedagogical correction of the intellectual and personal development of children "and more.

The position “ preschool education teacher ”.

The indicators of the teacher's readiness for the implementation of preschool education are as follows:

Ability to work in a personal (developmental, humanistic) paradigm. For such a teacher, creative activity is available and natural, he has formed an attitude towards creativity.

Professional knowledge of age-related pedagogy and psychology, knowledge of appropriate techniques and technologies.

Readiness for self-development, change, the ability to fit into a constantly changing environment, to reflect on the pedagogical process.

11. Outcomes of preschool education children 5-7 years old

The result of preschool education the child should become ready for further development - social, personal, cognitive (cognitive), etc., the appearance in him of a primary integral picture of the world, i.e. meaningful and systematized primary knowledge about the world. School readiness options include:

Ability to act in various social situations;

Ability to operate with various materials, the ability to bring their products to the author's product.

Diverse experience of acting with sources of information (adults, books, TV, other children);

Self-study and self-organization experience;

The development of physiological structures within the boundaries of age (or individual) norms;

The development of intelligence within the boundaries of age (or individual) norms;

Elementary literacy skills (search for adequate means of solving situations using the skills of counting, reading, writing, etc.);

Communication skills, incl. the ability to communicate with different people in different situations, to be adequate in different situations of communication; the ability to hear another, accept a study assignment, comment on one's actions, compose texts in accordance with situations, organize joint activities, etc.

The successful solution of tasks for the formation of social and personal maturity in students, as well as the effective development of this phenomenon in the process of preschool education can be objectively assessed by indicators of the presence of certain skills in students, among which the most important are the following: maintaining stable attention in conditions of interesting educational and creative activity , the ability to perceive an appeal to a group as an appeal to oneself, speech monologic skills, the ability to adequately respond to an appeal or a question, the ability to successfully interact in a peer group.

Issues for discussion:

What problems arise in connection with the introduction of preschool education for children?

What is the purpose and objectives of preschool education for children?

What are the main models for organizing preschool education for children?

What are the features of preschool preparation of children on the basis of institutions related to the field of preschool education (on the basis of preschool and secondary schools, on the basis of additional education, in a family setting)?

Preschool education programs for children?

What are the features of the technology of preschool education for children 5-7 years old?

What are the requirements for the organization of preschool education for children 5-7 years old?

List of references

Baranova E. Let's talk about five-year plans ...: are they ready for systematic training? / E. Baranova // Preschool education. - 2006. - No. 6. - S. 65-68.

Bezrukikh M.M., Paramonova L.A., Slobodchikov V.I. and others. Pre-school education: "pluses" and "minuses" // Primary education.-2006.-№3.-P.9-11.

Bure R.S., Berkovich A.T. Abdalova N.L. and others. Pre-school education: "pluses" and "minuses" // Primary education.-2006.-№1.-P.7-9.

Denyakina L.M. Variability of forms of preschool education // Modern kindergarten: [methodology and practice]. - 2007. - N 3. - C. 31-38.

Denyakina L.M. Some reflections on preschool education // Beginning. shk. plus before and after. - 2007. - No. 5. - C. 3-7.

Ezopova S.A. Preschool education, or Education of children of senior preschool age: innovations and traditions // Preschool pedagogy.-2007.-№6.-P.8-10.

Kudryavtsev V.T. Does a modern child have the right to a full-fledged childhood?: [On the prospect of introducing "preschool education" in Russia] / V.T.Kudryavtsev // Preschool education.-2005.-№9.-P.3-9.

The program "Preschool time" lays a solid foundation for further education of preschoolers // Engagement-2007.-№5.-С.39.

We continue talking about preschool education (From the portfolio of the editor-in-chief) // Primary education.-2007.-№1.-С.3-6.

Chalovka S.V. Creation of optimal conditions for the development of children in the implementation of preschool education programs // Primary education.-2007.-№3.-P.18-20.

Shaehova R.K. Pre-school education: relevance, problems, development strategy / RK Shaekhova // Primary school plus before and after.-2006.-№7.-P.54-57.

Material submitted by V.A. Zebzeeva,

candidate of Pedagogical Sciences, Associate Professor

department of PDiNO OGPU

Recently, the school has undergone major transformations, new programs have been introduced, and its structure has changed. Increasingly high demands are placed on children going to first grade. The development of alternative methods at school allows children to be taught according to a more intensive program. The most important task of the preschool education system is the all-round development of the child's personality and his preparation for school. The high demands of life on the organization of upbringing and education intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in line with the requirements of life. A child's readiness for school is determined by his general, intellectual, psychological and pedagogical training. Psychological readiness for school does not arise in children by itself, but is formed gradually and requires correct pedagogical guidance, that is, specially organized classes with the child.

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Innovative forms of work with parents in preparing children for school

“School for parents always acts

as a new form of power over their child.

And a child for parents is always a part of themselves,

and the most unprotected part ”.

A.I. Lunkov.

Pedagogical practice has shown the presence of a discrepancy in the value-semantic attitudes of teachers and parents in relation to understanding the essence of the child's readiness for school. This attitude of content, forms and methods of preparation for schooling interferes with productive cooperation.

In accordance with this, the position of the preschool institution in working with the family is changing. A kindergarten brings up a child and advises parents on raising children. In all cases, a preschool educational institution needs to determine the conditions for working with parents, to improve the content, forms and methods of cooperation between the kindergarten and the family in raising children, taking into account the changing conditions.

The new educational paradigm provides the preschool teacher with the opportunity to act not only as a child educator, but also as a parent's parenting partner.

A number of foreign studies have considered the problem of interaction between kindergarten and family as an important factor in preparing children for schooling (TI Babaeva, A. Biga, AV Burma, TA Berezina). Interaction at the level of interpersonal relations acts as a really acting connection of subjects, the positive goal of which is to achieve mutual understanding and cooperation through the exchange of information in joint activities.

The essence of the pedagogical system is presented through some of its parameters. Highlighted twomain directionsinteracting with the family in preparing children for school:

The first direction isinformational and cognitive.Ego goal is to increase the level of competence of parents about the nature and types of readiness for school, about the possibility of family education to improve the preparation of children for school.

The second direction isoperatively effective... The goal is to attract parents to the work of the kindergarten and acquire the skills to work with children for general psychological and special readiness for school.

Basic principles organizing family work:

Cooperation of teachers and parents in raising children when showing

tolerance, shared responsibility, trust and respect between actors;

· “Open day” of a kindergarten for a family (each parent can know and

see how his child lives and develops);

· Coordination and teamwork with the family;

· Generate ideas and receive feedback; acceptance of other people's opinions;

· Stimulation of an active developmental environment, providing unified approaches to personality development in the family and the children's team;

Innovative and efficient formscooperation with parents aregroup seminars, round table, disputes, workshops, trainings for parents, role

games .

Innovative forms presuppose an active position of parents, partnership with teachers, initiative in the process of cooperation and motivation for action and application in a family environment, i.e. what they acquired must be interpreted in accordance with their individuality (parent). These skills reflect on the specifics of the technological aspects of the family education of their children.

An important condition in the application of innovative forms is the combination of forms with clarity, because this helps to increase the pedagogical knowledge of parents, encourages them to revise the wrong methods and techniques of home education..

The work of the training group involves a series of workshops. Some of them may include joint creativity of children and parents, teamwork.

Only the combined efforts of teachers and parents can ensure the comprehensive development of the child and his correct preparation for school.

The family is the first and most important environment for the development of the child, however, the personality of the child is formed and develops in a preschool institution. Best of all, in practice, the unity of the influence of the family and kindergarten affects the development of the child. The main requirement is the constant cooperation of the child with other family members.

The issue of preparing for a new, more adult life of a child should be taken more than seriously. But one should not strive to stuff the kid with a bunch of knowledge about everything - it is not so much the volume that is important, but their quality. That is, parents should not only teach their child to read and write, but also develop speech, the ability to distinguish sounds, create conditions for the development of motor skills, especially hand and finger movements. Therefore, in other words, parents need:

Develop the child's ability to listen;

Teach reading comprehension;

Develop the ability to retell, conduct visual comparison;

Solve simple tasks with him;

Analyze and compare words together with the child.

A future student should be able to:

Listen to an adult and take his instructions, guided by them during classes;

Be aware of the need to ask if the task is not clear to him;

Evaluate your work;

Possess the concepts of "more", "less", "the same", "the same", "short", "long", "older", "younger";

Compare the simplest items.

Sample game activities to prepare a child for school (for parents and teachers):

The repetition game

This game helps children develop attentiveness and fidelity of what they hear.

Tell your child, "I'll say one sentence out loud. Repeat it - it's easy. Shall we try?"

The bike is pressed against the wall by the trolleybus.

An aunt who lives very far away came to visit.

The shelf I bought you is very beautiful.

Dad bought a backpack before we went traveling.

This is the man whose son is a schoolboy.

The sun shines after it has rained for a long time.

The game "OU-KA, REPEAT!"

This game will help you test how your child perceives information by ear.

Slowly say ten different words: grass, five, hand, letter, sun, pencil, eight, phone, nose, house.

Let him repeat the words that he remembered, the norm is 6 words.

Game "KALEIDOSCOPE"

Check how your child's visual memory and attentiveness is developed. On a sheet of A4 paper, draw twelve 3 by 3 cm squares.And in each of them draw something, for example: a sun, a number, a hand,

bread, boat, letter. Have your child examine the drawings carefully for 30 seconds. Then turn the sheet over and ask your toddler to list the drawings they have memorized.

The normal level is 8 pictures, more than 8 - high, less than 5 - bad.

Game "Soft words"

Check how your child "feels" the word. Tell him: "I will name the words, and you will tell me which is longer and which is shorter (or which is more, which is less). And you will definitely tell me why."

Ball or ball. Which one is smaller?

Tail or ponytail. Which one is shorter?

Winter and year. Which word is longer?

The whale and the cat. Which word is bigger?

Good result - 4 correct answers.

Review with the child all the mistakes he has made.

Game "OTSEBYATINA"

This game can be played with a child, for example, during long trips. The adult begins by saying, "I put apples in the bag." The child repeats what was said and adds something else: "I put apples and bananas in the bag." The third player (connect dad) repeats the whole phrase and also adds something from himself and so on ad infinitum.

The game "WHAT AM I?"

Determine the self-esteem of the future student. After all, this is also an important factor in successful studies. Let the child give a positive or negative answer to each of the ten proposed words-characteristics about himself (yes, no, I don’t know).

For example: good, kind, smart, neat, obedient, attentive, polite, skillful (capable), hardworking, honest.

These game tasks will help not only determine the degree of your child's readiness for school, but also develop memory, thinking, and increase vocabulary.

The main thing is to remember that these methods do not require special training. It is enough to be attentive to children and to have time for classes and games with them.

Compiled by a teacher-defectologist

MBDOU No. 63, Nizhnekamsk

Appakova A.V.

Innovative approaches to preparing children for school. The successes of modern natural science. Preschool education programs for children

Variable forms of preparing children for school

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