Principles of interaction between kindergarten and school. Forms and methods of cooperation between kindergarten and school
1. Public preschool institutions carry out a broad program of upbringing and educational work to prepare children for school. The preparation of children for school should be versatile and begin long before they enter school, first of all, by the family and the preschool institution.
The purpose and objectives of public preschool education /family, preschool educational institution, school/ are determined by the general goals of education, taking into account the specifics of the age of children. Thus, the importance of continuity in the work of the preschool educational institution and the school:
· The condition for the successful implementation of the task of preparing children for school.
· creating conditions for the implementation in the pedagogical process of a single, dynamic and promising system of education and training, which ensures the formation of personality.
Rapprochement of the conditions of upbringing and education, due to which the transition to new conditions of education is carried out with the least psychological difficulties.
The natural entry of children into new conditions, which contributes to an increase in the effectiveness of learning from the first days of being at school.
2. So, the condition for the successful implementation of the task of preparing children for schooling is the presence of continuity in work kindergarten and schools - meaningful, two-way communication, suggesting, on the one hand, the orientation of educational work in kindergartens, taking into account school requirements, and on the other hand, the teacher's support for the level of development of older preschoolers.
Work to establish continuity with the school has the following areas: content, methods, forms of education.
The condition for continuity in methods and forms is the unity of their focus on ensuring consciousness, a strong assimilation of knowledge, the development of mental abilities and creative activity, both at school and in kindergarten.
The general features of the lesson and the lesson should be:
1. software content;
2. clearly organized temporary regulation;
3. the leading role of the teacher;
4. use of evidence-based methods and techniques.
The continuity of pedagogical requirements and conditions of education is also necessary. After all, the forms of behavior acquired by preschoolers, moral ideas and feelings are the foundation of new forms of moral consciousness in elementary school. The school, in turn, creates conditions for further education:
1. The school creates the necessary conditions for the further qualitative development of collectivism.
2. the formation of high civic feelings /patriotism, a sense of duty/ takes place in the school.
3. work on aesthetic education continues at school.
4. in the educational process of the school, there is a successive development of all aspects of the personality
Thus, the orientation of the entire pedagogical process in kindergartens and schools towards the comprehensive development of the child's personality is a fundamental condition for achieving continuity.
Teachers draw up a single joint plan, the purpose of which is to specify the work in these areas: 2 parts - the content of the joint work of the educator and teacher; introducing children to school.
Forms of organization of joint work of the educator and teacher can be:
Visits to kindergartens, schools
Participation in pedagogical councils
Mutual consultation
・Participation of parents meeting
Organization of conferences
· Studying programs of education and training, etc.
includes motivational readiness in the child's desire for learning, the desire to be a schoolchild, a certain level of volitional and social development.
Special readiness is an addition to general readiness, determined by the presence of special zun.
4. One of the most important conditions for the practical implementation of the continuity of kindergartens and schools is the establishment of business contact between educators preparatory group and teachers of the 1st grade of the school, which is carried out in various aspects:
1. Information and educational aspect - mutual acquaintance with the tasks of educational and educational work.
2. Methodological aspect - mutual acquaintance with the methods and forms of educational work in the senior, preparatory groups and 1st grade of the school.
3. Practical aspect- is expressed, on the one hand, in a preliminary acquaintance with future students, on the other hand, in supervising former pupils during their studies in the 1st grade of the school.
The specific forms of implementation of this content are the continuous interaction of educators and teachers and their systematic visits to each other / schools, d / s /, i.e. the establishment of comprehensive meaningful cooperation between d / s and the school is the key to achieving a high level of preparation of children for school.
The role of the family in the development of the child.
The family plays an important role in the development of the child's personality: in the assimilation of norms of behavior, development individual features and abilities.
57.Planning the pedagogical process in a preschool. Pedagogical requirements to work plans
PLANNING THE PEDAGOGICAL PROCESS is a predetermined order, the sequence of the implementation of educational work, indicating the necessary conditions, means, forms and methods.
The basis for planning the pedagogical process is the program according to which the preschool institution works. The practice of work - modern kindergartens includes a tendency to democratize all aspects of activity based on a creative approach to various processes, including planning. From here, each kindergarten can choose the types and forms of planning and invest certain content in them. Planning is aimed at organizing the pedagogical process both in general in kindergarten and separately for each age group. The main purpose of planning is to determine / Specific tasks of educational work for a specific period of time, as well as types of activities, ways of organizing them and means of solving the tasks that ensure the implementation of the program.
Planning principles: scientific, prospective, specific, regular, consistent, repetitive. Based on the principles, the planning of the entire work of the kindergarten must meet certain Requirements:
1. Planning should come from common purpose upbringing and education of children, as well as relevant tasks. Proceeding from this, the content of the life of children, the forms of organization of their activities, and methods of work are planned.
2. Planning should be aimed at organizing the pedagogical process as a whole: specifying the tasks facing the preschool institution, selecting the content and methods of pedagogical influence in accordance with the tasks of upbringing and the age of children.
3. Planning of educational work should provide for the preservation of the basic principles of education and training.
4. The plan must be realistic and feasible, be a guide to action. ]
In the plans of educational work, the content of the program is specified. When planning Classes, the main stages of assimilation are taken into account (primary perception, expansion and generalization of knowledge and skills, their use in life), repetition of the material and the gradual nature of its complication are provided. Learning continues outside the classroom, in the process Everyday life, games, work. It is planned to conduct observations (program tasks and basic techniques), didactic games, exercises with didactic materials. The formation of the moral qualities of the individual is carried out in the process of all educational work with children.
Therefore, moral education is not planned as an independent Section. The plan reflects the work on the formation of behavior and cultural and hygienic skills in children (the amount of skills, the sequence of their formation, methods of education). As for the Game, it is not the game activity of children that is planned, but the pedagogical activity of the educator in managing games (tasks and methods of leadership).
Planning Labor activity is based on 2 groups of tasks: the education of labor skills and abilities in children and the formation of moral qualities at the same time. The most effective is planning according to the forms of labor organization (indicates the volume and content of child labor, equipment, as well as methods and techniques for teaching labor skills, individual work).
In addition, the specific content and forms of organization of work with parents are subject to planning.
In the practice of the work of preschool institutions, the following types of planning have developed: annual, prospective, calendar or current, calendar-perspective.
The annual plan is a joint creative work the whole team. It defines the tasks preschool for a year and activities for their implementation, which cover all aspects of the kindergarten. The plan includes the following sections of the kindergarten: a) increasing professional level and business qualifications of employees, studying the work of educators, monitoring; b) methodical work; c) pedagogical propaganda among parents and the public; d) administrative and economic work; e) communication between kindergarten and school. The annual plan can be submitted in different forms(plan-schedule, plan-scheme, tablet planning).
The long-term plan is drawn up for a month and includes the following sections:
I. Activities of children outside of classes (physical education and health work; education of cultural and hygienic skills; education of skills and habits of a culture of behavior, positive relationships; familiarization with others and development of speech; familiarization with nature; play; work; artistic independent activity; holidays and entertainment ).
P. Learning in the classroom.
Sh. Individual work with children.
1U. Working with parents.
U. Accounting for work.
U1. Additions.
Attached to the plan is a list of children gr; you, a list of literature, a grid of classes and a diagram-memo on organizing the activities of children and a teacher throughout the day.
The calendar plan is drawn up for 1-2 weeks. The form of its writing can be an outline plan, which details all activities throughout the day: in the morning (individual work with children, work on the formation of cultural and hygienic skills and self-service skills, holding didactic game etc.), in the classroom (type, topic, program content, teaching methods, visual material, etc.), on a walk (observations, work, outdoor games, game activities, individual work), in the 2nd half of the day and in the evening (various gaming activities, work, entertainment). In addition to the blueprint calendar plan can be done in the form of a table-scheme.
Calendar-perspective plan Usually compiled in the form of a table-scheme. Classes, activities for a walk and individual work with children are planned for the week. For a month it is planned to work with parents, complexes of morning exercises, entertainment.
CONTINUITY between kindergarten and school implies orientation, orientation of the work of a preschool institution to the requirements set at school and, conversely, the teacher's account of the achieved general level of development of the preschooler, the formed moral behavior, volitional, personal sphere of the child.
Continuity can be viewed as an internal connection, which is expressed in learning activities students (preschoolers and schoolchildren), and external, associated with the activities of educators (educators and teachers). The first connection includes the structure of educational activities, which includes the following components:
I) motivational-target, which determines the relationship between motivation and goal-setting of the doctrine;
3) educational and operational, ensuring the development of general educational and special skills, the presence of mental operations;
4) organizational-reflexive, - including the skills of planning, forecasting activities, self-mutual evaluation of the results of one's own activities and comrades.
External communication includes continuity in the activities of educators and teachers, which is manifested in a certain type of attitude of teachers to children, in relation to pedagogical activity, to the parents of pupils, etc.
In the implementation of continuity, it is important to pay attention to the fulfillment by the teacher of the functions assigned to him (health-improving, organizational, educational, etc.), knowledge of pedagogy, psychology, methods of education, his erudition
The implementation of continuity is facilitated by the existing system of education, uniform principles of education: humanization, democratization, differentiation of training and education based on taking into account the age, psychological and individual characteristics of each child; development and implementation into practice of innovative successive programs in their essence, restructuring of the system of training and retraining of teaching staff with a focus on various profiles and services of educational institutions.
the main objective integration of kindergarten and school activities - to develop good feelings, a deep mind and a healthy body in a child. But the specific priority for elementary school- the formation of children's ability to learn, the creation of conditions under which learning becomes a boon for the child, the main form of his self-expression; for preschool - early development a complex of personal qualities and properties that ensure an easy, natural transition of the child to school.
The problem of continuity in the upbringing and education of preschoolers and junior schoolchildren considered in the works of N.K. Krupskaya, A.V. Zaporozhets, L.A. Venger, A.F. Govorkova, Ya.L. Kolominsky, A.A. Lyublinskaya, A.M. .Lysenko, N.N. Poddyakova, V.A. Silivon, A.P. Usovoy and others.
The "intermediate" position of six-year-olds between preschoolers and schoolchildren is especially evident at the present time, when some of them are already studying at school, while others continue to attend kindergarten. In this regard, the search for new approaches to the problem of continuity between school and pre school education.
In the Republic of Belarus, an exemplary regulation on an educational institution has been developed and approved " school-kindergarten", "child development centers" are being created - these new integrative types of educational institutions are organized in order to create optimal conditions for the education and upbringing of children of preschool and school age and ensure continuity in the organization and content of the educational process. Creative teams approved by the Ministry of Education Republic of Belarus, programs for the education and upbringing of children in the preparatory group, programs for the special preparation of children 5 years old for school are being developed; preschool education. The certificate of the Department of Preschool Education of the Ministry of Education of the Republic of Belarus "The state and prospects for the upbringing and education of children aged 5-7 years in a preschool institution and school in connection with the reform of the education system" notes that "continuity must be understood, on the one hand, as the establishment of a dialectical relationship between stages of development of the individual in the transition from preschool to primary school age, on the other hand, the creation of medical-biological and psychological-pedagogical conditions in the work of kindergartens and schools to ensure this development.
The main tasks of succession are:
1. Establishing a connection between the programs, forms and methods of work of the kindergarten and school.
2. Establishing a connection in the physical, mental, moral,
labor and aesthetic development.
3. Establishing a connection in the development of the child's personality as a whole.
4. The formation of an active-positive attitude towards children on the part of teachers and parents.
5. Implementation of the continuity of kindergarten and school in the formation of general educational skills and abilities.
6. Continuity of the content of education and upbringing in kindergarten and the first grade of the school.
The most effective forms of school and kindergarten work are:
I. attendance by kindergarten teachers of lessons at school, and by school teachers of lessons in kindergarten with subsequent discussion, making recommendations;
2. joint thematic meetings of teachers primary school and educators of preschool institutions with the participation of heads of institutions;
3. holding parent meetings in senior groups with the participation of teachers and educators;
4. study by the educator and teacher of the kindergarten and grade I programs in order to identify what knowledge, skills and abilities children have mastered in a preschool institution. Studying the class I program, preschool teachers will learn the requirements
schools to first-graders, take them into account in the education and training
preschoolers;
5. organization of various events to prepare children for school with the participation of parents;
6. conversations between teachers and educators about children leaving school on September 1, an oral description of weak and strong children, the state of health of the children of the group, the nature of collective relationships, the assimilation of rules of behavior by children, the attitude of children to elders, the development of cognitive interests , about volitional development, as well as about the development of intelligence: inquisitiveness, curiosity, criticality, etc .;
7. joint preparation for conferences, organization of exhibitions;
8. mutual attendance of matinees and concerts.
For the purpose of closer and more systematic work of the school and kindergarten, teachers, together with educators, develop succession plans, in the implementation of which not only teachers, but also parents are involved.
The succession plan includes the following sections:
I. methodical and organizational-educational work;
2. raising children's interest in school;
3. education in schoolchildren of caring and attentiveness to children preschool age;
4. work with parents.
An integral part of the work on the succession of schools and preschool institutions is cooperation with the family, which will achieve a high level of overall development of the child. To solve this problem, coordinated actions of employees of preschool institutions and the family are necessary: all the best that a family can give (love, care, care, personal communication), a kindergarten and primary school should make their property, and, conversely, all the good that a family acquires a child in kindergarten and school (independence, organization, interest in knowledge, etc.) should be continued and supported in the family. Only then will the quality of upbringing and education of children at school and preparation for school in a preschool institution improve, the gap between the family, kindergarten and school, which is a serious obstacle to the proper development of the child, will be overcome. Cooperation between kindergarten, family and school can be solved through the following types of work: general parent meetings, which aim to acquaint parents with the basic requirements of the school, kindergarten to the content of the work being done at home, communication of the main provisions of the concept of personality development, information about the main pedagogical, psychological , medical aspects of preparing a child for yukola;
group parent meetings that allow you to concretize common problems, pay attention diagnostic methods determining a child's readiness for school. Educators talk about the results of their work with children, demonstrate the achievements of children by organizing exhibitions of children's works, an amateur art concert, etc.;
lectures for parents
pedagogical consultations;
seminars;
open classes and conversations with parents about the results that children have achieved, exhibitions of children's work, information about special literature;
joint holidays;
meetings of teachers with parents of future first-graders.
Such forms of interaction have become effective, such as mutual acquaintance with the educational programs of the kindergarten and school, the organization of joint pedagogical councils, round tables, master classes. Acquaintance with the specifics of planning work in kindergarten and thematic plans conducting lessons at school makes it possible for each teacher to exchange experiences, find the best methods, techniques and forms of work, introduces the situation and organization of life and education of children.
Such cooperation forms among teachers an understanding of the importance of the child's development process, and not the accumulation of knowledge, helps to maintain the health of children and not infringe on their right to education, determines the choice of ways of an individual approach to the future student.
Another important, in our opinion, area of work between kindergarten and school is the organization of joint holidays, exhibitions, festivals, participation in project activities and other interesting events.
Forms of succession:
1. Working with children:
Excursions to the school;
Visiting the school museum, library;
Acquaintance and interaction of preschoolers with teachers and elementary school students;
Participation in a joint educational activities, game programs;
Exhibitions of drawings and crafts;
Meetings and conversations with former pupils of the kindergarten (pupils of primary and high school);
Joint holidays (Knowledge Day, dedication to first graders, graduation in kindergarten, etc.) and sports competitions for preschoolers and first graders;
Participation in theatrical activities;
Attendance by preschoolers of an adaptation course of classes organized at the school (classes with a psychologist, speech therapist, music director and other school specialists).
2. Interaction of teachers:
Joint pedagogical councils(preschool educational institution and school);
Seminars, master classes;
Round tables of preschool teachers and school teachers;
Psychological and communicative trainings for educators and teachers;
Carrying out diagnostics to determine the readiness of children for school;
Interaction of medical workers, psychologists of the preschool educational institution and the school;
Open demonstrations of educational activities in preschool educational institutions and open lessons At school;
Pedagogical and psychological observations.
3. Cooperation with parents:
Joint parent meetings with preschool teachers and school teachers;
Round tables, discussion meetings, pedagogical "living rooms";
Parent conferences, Q&A evenings;
Consultations with teachers of preschool educational institutions and schools;
Meetings of parents with future teachers;
days open doors;
Creative workshops;
Questioning, testing of parents to study the well-being of the family in anticipation of school life child and during the period of adaptation to school;
Educational and gaming trainings and workshops for parents of children of pre-preschool age, business games, workshops;
Family evenings, themed activities;
Visual means of communication (poster material, exhibitions, mailbox questions and answers, etc.);
Meetings of parent clubs (classes for parents and for parent-child couples).
Important role In ensuring the continuity of preschool and school education plays a detailed study of the views of parents and teachers about each other, which will lead them to interaction and the development of joint recommendations.
And another important role in organizing the continuity of preschool and elementary school is played by the personality of the educator and teacher. A kindergarten teacher is a second mother who can hug the baby, pat on the head. And the child reaches out to his teacher. But today's preschooler comes to school, and the teacher meets him. Everything changes at once: the student must keep a distance between himself and the teacher. Therefore, the adaptation of the student to school is more protracted than in kindergarten.
That's why The main tasks of cooperation between the preschool educational institution and the school are:
Creation of psychological and pedagogical conditions that ensure a favorable course of the process of adaptation of first-graders to schooling(naturalness of the transition from kindergarten to school);
Improving the preparation for schooling of 5-6 year old children;
Deepening interest in life at school;
Assistance to the family in a new situation that arises when preparing for schooling and when a child enters school.
The most important condition for the effectiveness of work on establishing successive relations between kindergarten and school is a clear understanding of the goals, objectives and content of the implementation of continuity, friendly business contact between teaching staff these educational institutions.
Goals and objectives of the implementation of continuity in the work of preschool educational institution and schools are implemented on the basis of holding joint events, organizing a unified educational space, the use of successive technologies, forms, methods of training and education.
Interaction between kindergarten and school.
Admission to school - crucial moment in the life of a child. A new stage in his development begins with him: he will have to master forms of activity that are not always similar to the previous ones, to develop a different style of relations with peers and adults. Physiologically and psychologically rebuild. How to make this process painless for the child? Here we are sure that a close connection between the kindergarten and the school can be of great help. The problem of continuity between preschool and primary education is relevant at all times. The concept of succession is interpreted broadly - as a continuous process of raising and educating a child, which has general and specific goals for each age period, that is, it is a connection between different stages of development, the essence of which is to preserve certain elements of the whole or individual characteristics when moving to a new state. A serious issue that needs to be given great attention in preschool age is the formation of social skills. In elementary school, work on the development of social skills continues. Particular attention is paid to the skills of partnership communication and business interaction. Already in kindergarten, children begin to independently work out the rules of behavior in a particular situation. If speak about physical development, then here most of work falls on the kindergarten, since before school age- this is the period when the motor and sensory systems of the body develop. Children have the opportunity to move around the group freely. They are given the freedom to choose the type of activity, the freedom to choose a position in space that is convenient for the child (sitting, standing, even lying down). This freedom allows the child to develop properly physically. In this regard, at the initial stage of schooling, teachers in many schools began to allow children to choose a comfortable position. The development of the emotional-volitional sphere: the goal is the same, but the tasks at school are somewhat more complicated. In kindergarten, we are working on the formation of simple inner skills in the child. volitional regulation. Children are engaged in some kind of activity, most often at will, for the sake of the success of a common cause. These skills continue to be actively formed in elementary school in the process of interaction with learning activities. At the same time, the forms and methods of organizing educational work smoothly move from kindergarten to school: the morning begins with gathering in a circle, the children greet each other and discuss problems, the children are given the opportunity to choose a task of any degree of complexity; they actively work in pairs. Project activity moves from kindergarten to school. One of the important tasks that require a comprehensive solution is the creation of a unified educational process linking preschool and school years. We have identified three main areas for ensuring continuity between preschool and school education: methodological work, work with parents, work with children. Methodological work involves holding workshops, conversations, methodological meetings for school and kindergarten teachers on the following topics: adaptation of first grade students to schooling; psychological readiness of the child for school; tasks of the kindergarten and the family in preparing for school. Seminars include mutual visits to lessons in the first grades of the school and open classes in the preparatory group.
There are teachers in the classroom who recruit children in the first grade. We also work with parents throughout the school year.
We hold parent-teacher meetings on the preparation of children for school, on the development of cognitive and creativity, teachers answer questions from parents of future first graders. This allows parents to decide on the choice of teacher and school for their child.
And of course, working with children.
For some time, on the basis of our kindergarten, together with the school, seminars have been held where children get to know their future teachers. Teachers attend open classes, communicate with future first-graders. As the famous teacher Asmolov A.G.
Not a child should get ready for school,
And the school should prepare for the child ... "
In close cooperation, the teacher expresses his wishes and recommendations that are needed for our joint work. For example, one of them: a teacher at school widely using self-assessment cards in her lessons recommended using them in the educational activities of preschoolers in the preparatory group. Very often, when conducting open classes, schoolchildren of grades 4-5 are also involved - our former graduates. It is interesting for our guys to work with them, because they share their experience, conveying their emotions, and also share their knowledge. In our educational institution, the senior educator, psychologist, social teacher annually track the performance of our graduates throughout the elementary school. Preschoolers, in turn, go to school on excursions, take part in the cultural activities of the school: concerts, performances, exhibitions of crafts and drawings. Meeting with students of the school, former pupils of the kindergarten - all this makes children want to go to school, inspires confidence in their abilities. Events are held not only in the native walls of the kindergarten and school, but also at the village level.
In February 2014, in one of the schools in our village, owned by Russian Railways, there was an important event- a new, fully equipped sports hall was built and put into operation.
In May 2013, my children graduated from school, and the seminar was held in November 2013. In the morning, teachers watched an event in our garden: in the preparatory group there was an interesting business game - “Journey to Moscow”, in this event educators were assisted by students of the 5th grade; The preschool children were happy to complete all the tasks that were prepared for them. Very interesting lesson on English language teacher from the school in the preparatory group.
The teacher comes and conducts his classes once a week in the preparatory group. Musical director prepared with children senior group the fairy tale "Porridge from an ax", where the guys of the 1st grade were also involved. Schoolchildren, along with preschool children, played together on the same stage.
In the afternoon, educators and teachers worked at the school. I watched a math lesson in first grade. These were my graduates! The topic of the lesson was "Ray and Segments". What was my surprise when the teacher offered to get a compass and measure 5 segments with it. The children successfully completed the tasks of the teacher. At the end of the lesson, the children held up their self-assessment cards. It was interesting for me to watch how they worked at the lesson. The children successfully answered, went to the interactive board and rearranged the “cars near the train”, the first-graders coped with the tasks of the teacher.
When the bell rang, the guys ran up to me and began to brag about their success in school, I was happy for them! In the fourth grade, students prepared their projects right in the classroom. The teacher divided the children into three teams, they set to work. The task was as follows: the first team had to collect material about our Skovorodinsky district (the material is different - these are newspaper clippings, stories from personal experience and other). The second team also worked hard, they collected material about our village. The resources were different, even the application of personal experience. The third team had to provide their own report from the scene of recent events in our village. There were three round tables in the classroom to make it convenient for children to work and communicate. At the end of the lesson, the children boldly went out and told the information they had prepared. The lesson passed with interest. At the end of the day, when the results were summed up, the teachers spoke with words of gratitude to the educators. Children come to school prepared. Examples were given: when children who did not attend kindergarten differ sharply from "garden" ones in their preparation for school. I was pleased that the work of our kindergarten has such a good result.
I think that such cooperation for the sake of children will allow us to achieve positive results in the future. By definition, D.B. Elkonin, preschool and primary school age is one epoch of human development, called "childhood". The teacher and primary school teacher have a lot in common, so we have a common name - a teacher.
Thus, “Continuity” gives children emotional well-being, quick adaptation to school, and the development of positive motivation skills in learning activities. Everyone benefits from this, especially children. For the sake of children, you can find time, strength and a solution to the problem of continuity.
The forms of succession implementation can be varied and their choice is determined by the degree of interconnection, style, content of the relationship between educational institutions. Usually, at the beginning of the year, teachers draw up a joint plan, the purpose of which is to specify the work in three main areas:
1. Working with children:
Excursions to the school;
Visiting the school museum, library;
Acquaintance and interaction of preschoolers with teachers and elementary school students;
Participation in joint educational activities, game programs;
Exhibitions of drawings and crafts;
Meetings and conversations with former kindergarten students (primary and secondary school students);
Joint holidays (Knowledge Day, dedication to first graders, graduation in kindergarten, etc.) and sports competitions for preschoolers and first graders;
Participation in theatrical activities;
Attendance by preschoolers of an adaptation course of classes organized at the school (classes with a psychologist).
2. Interaction of teachers:
Joint pedagogical councils (preschool educational institution and school);
Seminars, master classes;
Round tables of preschool teachers and school teachers;
Carrying out diagnostics to determine the readiness of children for school;
Interaction of medical workers, psychologists of the preschool educational institution and the school;
Open displays of educational activities in preschool educational institutions and open lessons at school;
Pedagogical and psychological observations.
3. Cooperation with parents:
Joint parent meetings with preschool teachers and school teachers;
Round tables, discussion meetings, pedagogical "living rooms";
Parent conferences, Q&A evenings;
Consultations with teachers of preschool educational institutions and schools;
Meetings of parents with future teachers;
Open days;
Creative workshops;
Questioning, testing of parents to study the well-being of the family on the eve of the child's school life and during the period of adaptation to school;
Educational game trainings and workshops for parents of preschool children, business games, workshops;
Family evenings, themed activities;
Visual means of communication (poster material, exhibitions, mailbox questions and answers, etc.);
For several years now, our preschool group of different ages has been cooperating with the Zheltukhinskaya OOSh branch.
After analyzing all the previous work on continuity, we came to the conclusion that, first of all, it is necessary to develop a unified, systematic and consistent work of two structures, preschool and primary education. We revised our work and developed a plan of joint activities, the implementation of which set the task not of increasing the number of methodological activities, but of improving the quality of successive links between preschool and elementary school, allowing us to understand the work of each from the inside.
When planning work, we focus on the portrait of a graduate of a preschool educational institution, which must meet modern requirements presented to children going to the first grade.
In joint work, such forms of interaction have become effective, such as mutual acquaintance with the educational programs of the preschool group and the school, the organization of joint pedagogical councils, master classes. Another important, in our opinion, direction of the work of the preschool group and the school is the organization of joint holidays, exhibitions, participation in project activities and other interesting events.
Teachers of the preparatory group attend lessons in mathematics and Russian in the first grade. The teacher who next academic year recruits first-graders, attends literacy classes in the preschool group. Acquaintance with the specifics of planning work in a preschool group and thematic plans for conducting lessons at school enables teachers to exchange experiences, find the best methods, techniques and forms of work, introduces them to the situation and organization of life and education of children. Such cooperation forms among teachers an understanding of the importance of the child's development process, and not the accumulation of knowledge, helps to maintain the health of children, determines the choice of ways of an individual approach to the future student.
During the year, the diagnosis of children in preparatory groups is carried out twice by a school psychologist. First: in September-November - to identify the level of development and build the process of learning and development, taking into account the individual characteristics of children. Second: in April-May - to determine the level achieved. Between diagnostics, the teacher-psychologist is working to correct certain deviations together with educators and parents.
Excursions of preschoolers to the school museum and library leave especially joyful impressions on children. Children learn the conditions and traditions of school life.
During the year, preschoolers attend the "School of the Future First Grader" circle. Where they manage to get used to and fall in love with their first teacher.
It is a good tradition that during the school holidays, first-graders can once again remember their preschool childhood, see teachers, and play in their group. And, most importantly, to feel that they are remembered in kindergarten, they are welcome, they are loved here, they are interested in their successes and difficulties. On the other hand, the children of the preparatory group are happy to meet their grown-up friends, exchange impressions, communicate freely with them, join in joint games and activities.
School students, in turn, are participants in holidays and events in the preschool group, playing the role of fairy-tale characters.
Throughout the year, our children learn a lot about the school, they easily navigate the school building. They go there with pleasure. And we hope that all the work we have done will form a system and help our graduates easily adapt and study well.
MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION №115 - COMPENSATING KINDERGARTEN
Continuity of kindergarten and elementary school in the context of the implementation of the Federal State Educational Standard for Preschool Education
senior teacher
Peryakina O.V.
The transition of a preschool child to the school educational environment is his transition to a different cultural space, to a different age category and social situation of development. Ensuring the success of this transition is the problem of uniting the efforts of kindergarten and primary school workers.
The introduction and adoption of new Federal State Educational Standards (FSES) for preschool education is an important step in the continuity of the kindergarten and school. The introduction of education standards approved at the state level significantly contributes to ensuring continuity and prospects for improving the quality of education in an integral system.
School and kindergarten are two related links in the education system. Success in school education largely depends on the quality of knowledge and skills formed in preschool childhood, on the level of development of cognitive interests and cognitive activity child.
Goals:
Creation of continuity and successful adaptation during the transition from kindergarten to school.
Provide system continuing education taking into account the age characteristics of preschoolers and first graders.
Creation of favorable conditions in kindergarten and school for the development of cognitive activity, independence, creativity of each child.
To captivate kindergarten children with the prospect of schooling, to arouse a desire to study at school.
Tasks:
Contribute to the strengthening and preservation of the health of preschoolers preparing for schooling.
Comprehensive development of children, allowing them to successfully master in the future school curriculum.
Creation of favorable conditions for the mental and personal development of the child.
The implementation of continuity in the work of the kindergarten and school is to develop in the preschooler the readiness to perceive a new way of life, a new regime, to develop emotional-volitional and intellectual abilities that will give him the opportunity to master a wide range of educational program.
In the Federal State Educational Standard, the results of mastering the program of preschool and primary education are in succession and are divided, in turn, into subject, meta-subject and personal.
Preschool education |
Elementary education |
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1 |
Knowledge, abilities, skills in educational areas and in the process of mastering various types of activities. |
Subject Results (knowledge, skills, abilities). |
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2 |
Universal prerequisites for learning activities: the ability to listen and hear, to bring what has been started to the end, to perceive criticism, etc. |
Meta-subject results (school-significant functions): fine motor skills, auditory and visual perception, the ability to negotiate, set goals, etc. |
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3 |
Characteristics of motivational development (desire to learn, go to school). emotionally volitional development, moral - moral (endure, do not do what I want). |
Personal results: loss of childish spontaneity, the formation of adequate behavior, the development of independence and personal responsibility for one's actions, the development of cooperation skills ... |
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The federal state educational standard is a state tool for systemic updates of preschool education.
One of the most important tasks of the Federal State Educational Standard is to ensure the continuity of the main educational programs of preschool and primary general education.
The reorganization of the educational process in the preschool educational institution is:
Replacement of the training block with educational areas
Volume increase joint activities adult and children
Changing the content of joint activities of an adult and children
Changing the volume and content of educational activities.
An important role in ensuring the effective continuity of preschool and primary education is played by the coordination of interaction between the teaching staff of the preschool institution, school and parents of pupils.
Primary school is designed to help students to fully demonstrate their abilities, develop initiative, independence, and creativity. The success of the implementation of this task largely depends on the formation of children's cognitive interests in kindergarten. The interest of a preschool child is his memory, attention, thinking. The development of a child's cognitive interest in kindergarten is solved by means of entertainment, games, and the creation of non-standard situations in the classroom. A child in kindergarten must be taught to think, explain the results, compare, make assumptions, check whether they are correct, observe, generalize and draw conclusions. The thinking of one child contributes to the development of this skill in others.
Preparing children for school is a complex, multifaceted task that covers all spheres of a child's life.
The presence of knowledge in itself does not determine the success of learning, it is much more important that the child is able to independently acquire and apply them.
This is activity approach(consciousness is formed in activity) , which underlies the state educational standards. Understanding begins through action.
Graduate portrait
Graduate of the preschool educational institution | Elementary School Graduate |
Physically developed, having mastered the basic cultural and hygienic skills. Curious, active Emotionally responsive Mastered the means of communication and ways of interacting with adults and peers Able to manage their behavior, plan their actions to comply with the norms and rules of behavior Having primary ideas about the family, oneself, society and the state, the world, nature Having mastered the universal prerequisites for educational activity - the ability to work according to the rule and model, listen to an adult and follow his instructions Able to solve intellectual and personal tasks (problems), adequate to age Having mastered the necessary skills and abilities |
Fulfilling the rules of behavior of a healthy and safe lifestyle Curious, actively exploring the world Friendly, able to listen and hear the interlocutor, justify his position, express his opinion Ready to act independently and be responsible for their actions Respectful and accepting the values of family and society Loving his people, his land, his homeland Possessing the basics of the ability to learn, capable of organizing their own activities Metasubject Results Subject Results |
The requirements of the Standard for the results of mastering the main educational program presented in the form of targets for preschool education, which are social and psychological characteristics possible achievements of the child at the stage of completion of the level of preschool education.
The targets of preschool education include the following social and psychological characteristics of the child's personality at the stage of completion of preschool education:
The child shows initiative and independence in different types activities.
The child is self-confident, open outside world, has a positive attitude towards himself and others, has a sense of his own dignity. Actively interacts with peers and adults.
The child has a developed imagination, fantasy, creativity, etc.
The child has developed gross and fine motor skills.
The child is capable of volitional efforts in various activities, can follow social norms.
The child shows curiosity, tends to observe, experiment, is able to make his own decisions, relying on his knowledge and skills in various areas of reality.
The targets of the Program serve as the basis for the continuity of pre-school and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for educational activities in preschool children at the stage of completion of preschool education.
The targets of the Program are not subject to direct assessment, including in the form of pedagogical diagnostics, and are not the basis for their formal comparison with the real achievements of children. They are not the foundation objective evaluation compliance with the established requirements of educational activities and training of pupils.
Forms of succession:
I. Working with children:
2) visiting the school museum;
3) acquaintance and interaction of preschoolers with teachers and primary school students;
4) participation in joint educational activities, game programs;
5) exhibitions of drawings and crafts;
6) meetings and conversations with former pupils of the kindergarten;
7) joint holidays and sports competitions for preschoolers and first graders;
Participation in theatrical activities;
II. Working with teachers:
1) joint pedagogical councils (preschool educational institution and school);
2) seminars, master classes;
3) round tables of preschool teachers and school teachers;
4) conducting diagnostics to determine the readiness of children for school;
5) interaction of medical workers, psychologists of the preschool educational institution and the school;
6) open demonstrations of educational activities in preschool educational institutions and open lessons at school;
7) pedagogical and psychological observations.
III. Working with parents:
1) joint parent meetings with preschool teachers and school teachers;
2) round tables, discussion meetings, pedagogical "living rooms";
3) consultations with teachers of preschool educational institutions and schools; meetings of parents with future teachers;
4) open days;
5) questioning, testing of parents;
6) educational - game trainings and workshops for parents
7) visual means of communication;
parent club meetings
New views on the upbringing, education and development of children require a new approach to the implementation of the succession of kindergarten and school, building a new model of the graduate, which will ensure the continuity of the educational process.
By definition, D.B. Elkonin, preschool and primary school age is one epoch of human development, called "childhood". The teacher and primary school teacher also have much in common, so they have a common generic name - a teacher. The problem of succession can be successfully solved with the close cooperation of the kindergarten and the school. Everyone will benefit from this, especially children. For the sake of children, you can find time, energy and means to solve the problems of succession.
Expected results
1. Ensuring the success of the child in the initial stages of education
2. Reducing the percentage of first-graders with a high level of maladaptation to schooling
3. Positive dynamics in the development of basic general educational programs every child
4. General positive dynamics of mental and physical health of children
5. Motivational readiness of children to study at school
6. Creation of a system of succession of preschool educational institutions and schools as a necessary condition for lifelong education
Work plan for the continuity of MBDOU No. 115 and MOU secondary school No. 58 for the 2014-2015 academic year
Strategic Idea:
provide high level personal development;
Priority areas for elementary school:
the formation of children's ability to learn, the creation of conditions under which learning becomes a blessing for the child, the main form of self-expression;
Priority directions for preschool institutions:
early development of a complex of personal qualities and properties that ensure an easy, natural transition of the child to school;
The main objective:
Implementation of a single line of the overall development of the child, i.e. spiritual, mental and physical at the stages of preschool and school childhood.
Creating successive links that connect the upbringing and education of kindergarten and primary school children into a holistic pedagogical process it is necessary to build it on a single organizational, methodological, psychodiagnostic and correctional-developing basis.
Tasks of kindergarten and school
I. Examine the full personal development, physiological and psychological well-being of the child in transition period from preschool education to school, aimed at the long-term formation of the child's personality based on his previous experience and accumulated knowledge.
II. Form fundamental personal qualities child, which serve as the basis for the success of schooling.
III. Develop mental activity children in mathematics in grade 1 and preparatory group.
IV. Continue to strengthen the physical health of children through the introduction of non-traditional health-saving work technologies.
Continuity plan for kindergartens and schools for the 2014-2015 academic year.
Events | Responsible |
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Methodical work |
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1 |
- Knowledge Day; -Discussion of the joint work plan |
September |
Head teacher Deputy head for water resources management |
2 |
Acquaintance of educators of the preparatory group with the program of education and upbringing of the elementary school. |
September |
Head teacher Deputy head for water resources management |
3 |
- Updating information in the corner for the parents of the future first-grader; - Organization of the subject environment for the role-playing game "School". |
October november |
deputy head of OIA caregivers |
4 |
- Summing up the adaptation of first-graders; - Analysis of the progress of first-graders for the academic year; |
January- May |
deputy Director of WRM, psychologist, teacher |
5 |
- Drawing up lists of future first-graders |
April May |
deputy head for water resources management |
6 |
Mutual attendance of classes by primary school teachers in kindergarten and preschool teachers. groups at school In the second half of the year: |
Head teacher Deputy head for water resources management Teachers of the beginning classes Vos. prep.gr. |
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7 |
Pedagogical meetings. Issues for discussion: - Actual tasks for the formation of interest in the learning process and its motivation. |
January |
Head teacher Deputy head by OIA Psychologist |
8 |
Issues of succession of physical education in the preschool educational institution and school. |
December |
Physics instructor. education |
9 |
Attending a pedagogical meeting at the school following the results of work for 2013-2014 |
May |
Deputy head OIA |
Working with parents |
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Round table “A child on the doorstep of a school. What does it mean?" - Parent meeting for future first graders - Questioning of parents "Your child will soon become a schoolboy" |
January |
Deputy director for water resources management Psychologist |
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Consultations on the results of diagnostics for schooling in the preparatory group |
January |
Vos-whether preg.gr. |
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Readiness of children for schooling. |
April |
Psychologist |
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Parent meetings in preparatory groups for school with the invitation of primary school teachers. Parent meetings "The tasks of the kindergarten and the family in preparing children for school"; "The results of the assimilation of the program by children of the preparatory group for school" |
May |
Vos-whether preg.gr. |
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Work with children |
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Excursion to the school for the festive line. |
September |
Deputy head for UVR Educators prep. groups |
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Excursions to the school: ü Familiarity with the gym; ü Acquaintance with the creation of the school; ü Acquaintance with classes (rooms); o Introduction to the library. |
During a year |
Deputy head for UVR Educators prep. gr. |
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Mutual attendance of New Year's matinees |
December |
Deputy head for UVR, head teacher |
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Thematic exhibitions "What a first grader should be able to do"; “Going to school is an important event in the life of children” |
February |
educators podg.gr. psychologist |
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Exhibition-exchange of children's drawings of children's drawings of children of the preparatory group and students of the 1st grade "Children and the rules of the road" Exhibition of works by future first-graders "I draw a school" |
november April |
educators, uch. first grade |
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Participation of first-graders in the holiday "Goodbye Kindergarten" |
May |
teachers, educators, muses leaders |