Preparing children for school according to the Federal State Educational Standard
Article: “Federal State Educational Standards of Preschool Education and Preparing Children for School”
“Raising a child actually means nurturing life in a child. The teacher should not educate the child, but the life in the child.” (Sh. Amonashvili.) What is the Federal State Standard of Preschool Education? Federal state standards are established in the Russian Federation in accordance with the requirements of Article 12 of the Education Law and represent “a set of mandatory requirements for preschool education.” What requirements does the Federal State Educational Standard put forward? The standard puts forward three groups of requirements: • Requirements for the structure of the educational program of preschool education; • Requirements for the conditions for the implementation of the educational program of preschool education. • Requirements for the results of mastering the educational program of preschool education. What is the distinctive feature of the Standard? For the first time in history, preschool childhood has become a special, intrinsically valuable level of education, the main goal of which is the formation of a successful personality. The key setting of the standard is to support the diversity of childhood through the creation of conditions for the social situation of the assistance of adults and children for the development of the abilities of each child. What should a preschool educational institution graduate be like? A child who graduates from a preschool educational institution must have personal characteristics, including initiative, independence, self-confidence, a positive attitude towards himself and others, a developed imagination, the ability to exert volition, and curiosity. The main goal of preschool education is not preparation for school.
How will the Federal State Educational Standard ensure that children are prepared for school?
It is not the child who should be ready for school, but the school who should be ready for the child! Children should be such when leaving kindergarten that they do not feel neurotic in the first grade, but are able to calmly adapt to school conditions and successfully master the elementary school educational program. At the same time, the school must be ready for different children. Children are always different and in these differences and varied experiences of the first years of life lies the great potential of each child. The purpose of kindergarten is to develop the child emotionally, communicatively, physically and mentally. To develop resistance to stress, to external and internal aggression, to develop abilities and a desire to learn. At the same time, we must take into account that the children of today are not the same children as they were yesterday. Will preschoolers study like at school? A child should learn through games. First skills in drawing, singing, dancing, reading. Accounts and letters will enter the child's world of knowledge through the gates of children's play and other children's activities. Through play, experimentation, and communication, children get to know the world around them. At the same time, the main thing is not to push the forms of school life onto preschool education. What is parental involvement? Parents have the right to choose any form of education. These include private and family kindergartens, and they have the right “to continue education in an educational organization at any stage of education.” Article 44 “Law on Education in the Russian Federation” “parents are obliged to ensure that their children receive a general education.”
Appendix 1
Work with parents Goal: Creating conditions for the inclusion of parents of future first-graders in the process of preparing their child for school. Objectives: • To familiarize parents with the criteria for children's readiness for school. • Inform parents about the problems of first-graders (during the period of adaptation to school) and their causes. • Offer practical advice and recommendations for preparing your child for school. Our children have become one more year older. Now they are pupils of the preparatory group, the oldest in kindergarten. Back to school very soon! How a child’s education in first grade will turn out largely depends on our efforts. How a child encounters school will largely depend on what attitude he or she has towards school and what expectations will be formed. Forming a desire to become a student is an enrichment of the general development of a preschooler, the creation of a positive psychological attitude towards a new stage of life. A family’s serious attitude towards preparing a child for school should be based on the desire to create in the child a desire to learn a lot and learn a lot, instilling in children independence, interest in school, a friendly attitude towards others, self-confidence, lack of fear of expressing their thoughts and asking questions, showing activity in communication with teachers. What characterizes an independent child? The independence of an older preschooler is manifested in his ability and desire to act, in his readiness to seek answers to questions that arise. Independence is always associated with the manifestation of activity, initiative, and elements of creativity. An independent child is, first of all, a child who, as a result of the experience of successful activities, supported by the approval of others, feels confident. The whole situation of school education (new requirements for the behavior and activities of the student, new rights, responsibilities, relationships) is based on the fact that during the years of preschool childhood the child has formed the foundations of independence, elements of self-regulation, and organization. The ability to solve accessible problems relatively independently is a prerequisite for the social maturity required in school. Experience shows that a first-grader who has not developed this quality experiences serious neuropsychic overload at school. The new environment, new demands cause him a feeling of anxiety and self-doubt. The habit of constant adult supervision and the executive model of behavior that such a child developed in preschool prevent him from entering the general rhythm of the class and make him helpless in completing tasks. Ill-considered parenting tactics, the desire of an adult, even with the best intentions. Constantly taking care of and helping a child with basic tasks creates serious difficulties for his learning in advance. Adaptation to school for such children is significantly delayed. Now we will focus on the criteria for children’s readiness for school, that is, we will consider what should be characteristic of a child in order for him to be ready for school. While we are revealing the content of each component of school readiness, please try to “try them on” for your child and decide what you need to pay attention to today in order for your child to be successful in school. Readiness criteria: 1. physical 2. intellectual 3. social 4. motivational. Physical readiness is a level of development of all body systems at which daily training loads do not harm the child, do not cause him excessive stress and fatigue. Each child has his own, well-defined, adaptive resource, and it is laid down long before the child enters school. When choosing a school and school workload, you need to pay attention to the health group, doctors’ opinions, and the child’s illness. Intellectual readiness - includes the child’s knowledge base, the presence of special skills and abilities (the ability to compare, generalize, analyze, classify the information received, have a sufficiently high level of development of the second signaling system, in other words, speech perception). Mental skills can also be expressed in the ability to read and count. However, a child who reads and even knows how to write is not necessarily well prepared for school. It is much more important to teach a preschooler competent retelling, the ability to reason and think logically. Social readiness is the child’s attitude to work and cooperate with other people, in particular adults who have taken on the role of teacher-mentors. Having this component of readiness, the child may be attentive for 30-40 minutes and can work in a team. Having become accustomed to certain requirements and the manner of communication of teachers, children begin to demonstrate higher and more stable learning results. Motivational readiness—implies a reasonable desire to go to school. In psychology, there are different motives for a child’s readiness for school: playful, cognitive, social. A child with a play motive (“There are a lot of kids there, and you can play with them”) is not ready for school. The cognitive motive is characterized by the fact that the child wants to learn something new and interesting. This is the most optimal motive, with which the child will be successful in the first grade and during primary school. The social motive is characterized by the fact that the child wants to acquire a new social status: to become a schoolchild, to have a briefcase, textbooks, school supplies, and his own workplace. But one should not start from the fact that only the cognitive motive is the most basic, and if a child does not have this motive, then he cannot go to school. By the way, primary school teachers are focused on the play motive and in many respects their activities, and the learning process is carried out using play forms. I offer you this dialogue...
Three girls once argued about which of them would be the best first-grader.
“I will be the best first-grader,” says Lucy, “because my mother has already bought me a school bag.” “No, I’ll be the best first-grader,” said Katya. “My mother sewed me a uniform dress with a white apron.” “No, I..., No, I,” Lenochka argues with her friends. - Not only do I have a school bag and a pencil case, not only do I have a uniform dress with a white apron, they also gave me two white ribbons in my braids... This dialogue does not show the girls’ awareness or readiness for school. The beginning of school life is a serious test for children, as it is associated with a sharp change in the child’s entire lifestyle. He must get used to: - a new teacher; - to a new team; — to new requirements; - to daily duties. And every child, without exception, goes through the process of adapting to school (adaptation process). And naturally, the more the child has the necessary skills and qualities, the faster he will be able to adapt. But for some children, school demands are too difficult and routines are too strict. For them, the period of adaptation to school can be traumatic. What problems do first-graders face at this time? Where do these difficulties come from? And can they be avoided? Many difficulties can be avoided if you pay attention to them in time. Most of the sources of possible school difficulties and troubles are often hidden in preschool childhood. Reasons: Parents of a child under 6-7 years of age: - do not often pay attention to the child’s development (“may he still have time to learn, that’s what school is for!”), - do not pay attention to the peculiarities of his communication with surrounding adults and peers (“ it will pass with time..."), - for the presence or absence of a desire to learn ("he'll get involved, grow up, you'll see, and everything will pass") - they do not teach the child to manage his emotions, actions, and obey demands the first time. As a result, children do not develop important components of school readiness. What a child entering school needs to know and be able to do: 1. His first name, patronymic and last name. 2. Your age (preferably date of birth). 3. Your home address. 4. Your city, its main attractions. 5. The country in which he lives. 6. Last name, first name, patronymic of parents, their profession. 7. Seasons (sequence, months, main signs of each season, riddles and poems about the seasons). 8. Domestic animals and their young. 9. Wild animals of our forests, hot countries, the North, their habits, cubs. 10. Transport by land, water, air. 11.Distinguish between clothes, shoes and hats; wintering and migratory birds; vegetables, fruits and berries. 12.Know and be able to tell Russian folk tales. 13. Distinguish and correctly name planar geometric shapes: circle, square, rectangle, triangle, oval. 14. Freely navigate in space and on a sheet of paper (right - left side, top, bottom, etc.) 15. Be able to fully and consistently retell a listened story, compose, come up with a story based on a picture. 16. Distinguish between vowels and consonants. 17. Divide words into syllables according to the number of vowel sounds. 18. Good use of scissors (cut strips, squares, circles, rectangles, triangles, ovals, cut an object along the contour). 19. Use a pencil: draw vertical and horizontal lines without a ruler, draw geometric shapes, animals, people, various objects based on geometric shapes, carefully paint over, shade with a pencil without going beyond the contours of objects. Preparing children for writing begins long before the child enters school. The preparatory group pays special attention to this. Preparing for writing involves the development in children of: • Fine motor skills of the fingers (for this purpose, it is necessary to teach children to perform a variety of practical tasks, create crafts using various tools, in the process of which such qualities as accuracy of voluntary hand movements, eye, accuracy, attention are developed , concentration). • Spatial orientation, in particular on a sheet of paper, as well as in general directions of movement (left to right, top to bottom, forward - backward, etc.). • Fine and graphic skills in the process of visual activity, as well as with the help of graphic exercises. Coloring has a positive effect on preparing your hand for writing. For this purpose, you can use ready-made coloring albums. When performing such tasks at home, it is necessary to draw the child’s attention to ensure that the image is painted thoroughly, evenly and neatly. Helps develop graphic skills by performing various tasks related to shading. Hatching is performed under the guidance of an adult. Mom or dad show how to draw strokes, control the parallelism of the lines, their direction, and the distance between them. For shading exercises, you can use ready-made stencils depicting objects. 20. Freely count to 20 and back, perform counting operations within 20. Correlate the number of objects and numbers. Understand the composition of numbers: 2, 3, 4, 5. Read simple mathematical notations. 21. Be able to listen carefully, without distractions. 22. Maintain a slender, good posture, especially when sitting. Advice for parents: • Develop the child’s perseverance, hard work, and the ability to get things done • Develop his thinking abilities, observation, inquisitiveness, and interest in learning about his surroundings. Give your child riddles, make them up with him, and conduct basic experiments. Let the child reason out loud. • If possible, do not give your child ready-made answers, force him to think and explore. • Put your child in front of problematic situations, for example, ask him to find out why yesterday it was possible to sculpt a snowman out of snow, but today it is not. • Talk about the books you read, try to find out how the child understood their content, whether he was able to understand the causal connection of events, whether he correctly assessed the actions of the characters, whether he is able to prove why he condemns some characters and approves of others. • Be attentive to your child's complaints. • Teach your child to keep his things in order. • Do not frighten your child with difficulties and failures at school. • Teach your child to react correctly to failures. • Help your child gain a sense of self-confidence. • Teach your child to be independent. • Teach your child to feel and be surprised, encourage his curiosity. • Strive to make every moment of communication with your child useful.
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