Continuity of preschool educational institutions and primary schools in the context of the application of the Federal State Educational Standard

MAGAZINE Preschooler.RF

Psychologists compare a child’s entry into school with a revolution in consciousness. Everything changes for the baby: his environment, daily routine, behavior. School places great and varied demands on a child’s body – intellectual, physical and social. The transition from kindergarten to school is a crucial and difficult moment in the lives of children, both socially, psychologically and physiologically. When entering school, living conditions radically change, psycho-emotional stress increases, games are replaced by daily activities, and educational activities become the leading activity.

One way or another, the transition from kindergarten to school is always associated with a change in the usual way of life and requires adaptation to new conditions of social existence. A child entering school finds himself in an unfamiliar environment. Carefree games are replaced by daily learning activities. They require intense mental work, activation of attention, concentrated work in lessons and, in addition, a relatively motionless body position, maintaining the correct working posture. And on top of all this, a new team of children and adults surrounds us. He needs to establish contacts with peers and teachers. Experience shows that not all children are ready for this. Some people do not know how to accept teacher help, and this affects learning outcomes. Almost all children worry and worry. This is expressed in different ways: some try in every possible way to attract attention to themselves, and really attract it with their mobility, and not always justified activity, others, on the contrary, seem to freeze, speak more quietly than usual, have difficulty making contact with other children and teacher. This is a difficult and responsible period, and the child’s entire future school life depends on how the adaptation process goes.

When this process develops quite successfully, the student feels confident in his abilities, he is psychologically comfortable, and as a result, his educational activities develop successfully, his socialization in society is facilitated. But primary school teachers, based on their experience, note that often a child’s admission to school is accompanied by difficult experiences, decreased activity, emotional problems, and this is associated with difficulties in the process of socio-psychological adaptation. Adaptation at the initial stage of learning is inevitable, but some children successfully experience it, while for others this process is delayed, giving rise to negative phenomena.

Unfulfilled expectations related to studies, difficulties in communicating with a teacher or peers, an increase in volitional or nervous tension during learning - these and many other factors for which the child is not quite ready even in elementary school can contribute to the formation of increased anxiety and negative feelings in him. attitudes towards further school education.

In short, all the changes are quite disruptive to the usual way of life. But the most important thing is that entering school largely determines the prospects for personal development. This period is one of the significant turning points in a child’s life, because the emotional state, performance, health, and success of studies in primary school and in subsequent years largely depend on how adaptation and getting used to school goes.

What tasks do kindergarten and school teachers face?

One of them is continuity in education and development in kindergarten and elementary school. The process of child development and personality formation at all stages must be continuous and correspond to the content of education and upbringing in connection with age-related characteristics. The transition of a child from one stage of learning, development and upbringing to another requires special pedagogical support.

We believe that it is necessary to prepare not only children, but also their parents, for the transition to school life. This is precisely what the work is aimed at to organize continuity in the work of a preschool institution and a school, which will ensure a comfortable entry of every child from preschool childhood into the world of learning, making it softer and more painless. We believe that the joint, purposeful work of educators and teachers allows children to easily adapt to elementary school.

The importance and need for continuity between a preschool institution and a school is enhanced even more in connection with the modernization of the education system, with the significantly increased role of preschool education in our country, as stated in the education law of December 29, 12 No. 273-FZ, which preschool education is the first level of the unified education system of the Russian Federation.

To achieve greater effect, we pay special attention to working with parents. Our institution maintains close and active cooperation with the family from the very first day the child enters kindergarten. Parents are our first assistants in all matters of the preschool institution, be it exhibitions, meetings, community work days, excursions, etc. In our work, we rely on the statement of V. A. Sukhomlinsky: “All the best that a family can give (love, care , care, personal communication) the kindergarten should make it its property, and vice versa, everything good that a child acquires in kindergarten (independence, organization, interest in knowledge, etc.) should find continuation and support in the family. ”

In the course of our work, we encountered a problem: many parents pay attention to ensuring that their child can read and write fluently. Parents are of the opinion that early education of a child in preschool age will ensure his future success in school education, a positive attitude from teachers and recognition from peers. But according to A. V. Zaporozhets, L. A. Wenger, A. F. Govorkova, Ya. L. Kolominsky, A. A. Lyublinskaya, A. M. Leushina, V. D. Lysenko, N. N. Poddyakov etc. if a child is not ready for the social position of a schoolchild, then even if he has the necessary stock of skills and levels of intellectual development, it is difficult for him at school, because a high level of intellectual development does not always coincide with the child’s personal readiness for school. Research by I. S. Kon and V. V. Stolin allows us to note that the formation of an image of a future schoolchild in a preschooler will help him adapt to the socially significant position of the schoolchild in the system of social and interpersonal relations, and will teach him to evaluate his social essence.

That is why, in order to avoid negative consequences associated with children’s adaptation to school life, there is a plan for interaction between joint work on continuity between MAOU kindergarten No. 78 and MAOU secondary school No. 69. The goal of our work is to ensure a complete, safe transition of the child from preschool education to school.

The most important condition for the effectiveness of work on the continuity of kindergarten and school is a clear understanding of the goals, objectives and content.

The relevance of writing this article was the following:

With the introduction of the new Federal State Educational Standard for Primary General Education, it becomes relevant to ensure the continuity of preschool and primary school education, including the continuity of psychological support for educational activities in kindergarten and primary school.

Continuity of preschool and primary school education is the connection and consistency of all components of education, ensuring the effective progressive development of the child, his successful upbringing and training at these levels of education

The main prerequisites for continuity between kindergarten and school are:

• development of curiosity;
• developing the ability to independently solve creative problems;
• the formation of creative imagination aimed at the intellectual and personal development of the child;
• development of communication abilities (ability to communicate with adults and peers);
• formation of social personality traits of the future schoolchild, necessary for favorable adaptation to school.

The goal of ensuring continuity in the work of a preschool institution and school in terms of shaping the individuality of children should be not only the desire for unity in the content and methods of teaching, but also an equally positive attitude towards children, a deep understanding of their needs, motives and characteristics of their behavior, development, reliance on them,

ensure a full, safe transition of the child from preschool education to school.

To implement it, a system of work on continuity between a preschool institution and a school has been developed and is being implemented, which requires solving the following tasks:

1. Establishing directions of work between three components: school, kindergarten and family
2. Strengthening and developing the child’s emotionally positive attitude towards school.
3. Formation of social personality traits of a future schoolchild necessary for successful adaptation to elementary school.

Methodological work is carried out through various forms: holding pedagogical councils, seminars, mutual visits to classes and lessons by educators and teachers, round tables, conferences, surveys of parents to study the well-being of the family on the eve of the child’s school life, etc. Teachers and educators share their experiences with each other each other, talk about the results of their work with children, develop recommendations, and discuss regulatory documents.

How do we work with children?

The child is not a passive listener who perceives ready-made information transmitted to him by the teacher. It is the child’s activity that is the basis of development - knowledge is not transmitted in a ready-made form, but is mastered by children in the process of activities organized by the teacher. Thus, educational activities act as cooperation between the teacher and the child, which contributes to the development of communicative abilities in children as a necessary component of educational activities.

Particular attention is paid to targeted and systematic work with children. After analyzing the literature on continuity between school and preschool educational institution, we chose the most effective forms of work with children, namely a tour to the school, a visit to the school museum named after I.I. Fedyuninsky, visiting the Knowledge Day line on September 1, conducting classes on preparation for school as part of the “Big Change” , holding master classes with children and parents within the walls of MAOU Secondary School No. 69, meeting with school students, role-playing games, using elements fairytale therapy, etc. These events make a lasting impression on children, make them want to go to school, significantly increase school motivation, instill confidence in their abilities, and form a positive image of their new place of study. Children practically experience situations from the everyday life of school, acquire communication skills, which play an important role when a child enters an unfamiliar group of children and adults.

Working with parents.

Work with parents in kindergarten is ongoing - these are thematic parent meetings, at which presentations are shown, open classes, master classes, joint literary and musical evenings, tea parties with performances by little artists, and fairy tales are played out. Within the framework of the school, meetings are held for parents of future first-graders “On readiness for school and the prevention of maladjustment . The work involves supporting and maintaining partnerships and constructive relationships. We believe that it is necessary to carry out work aimed at increasing the competence of parents and creating a unity of views among parents on the issue of preparation for school. There is a need for consistency in the views of preschool educational institutions, MAOU secondary schools and families on issues of continuity and the formation of the position of a student in today's preschoolers. In this direction, such forms of work as holding workshops with the participation of kindergarten and school teachers, individual consultations with parents, development of leaflets, booklets with information about children’s readiness for school, holding a conference with the participation of teachers based on the results of diagnostics, participation of parents in Open Day are used. children at school, holding open classes, etc.

At the beginning of the school year, we select a set of diagnostic techniques, which includes sections on working with students and parents. The diagnostic complex helps to identify the child’s attitude towards school, his school motivation, communicative culture, i.e. the ability to carry out dialogue with peers and adults, the ability to resolve conflicts, negotiate, identifying children’s anxiety before entering school, due to the fact that this is one one of the important factors influencing adaptation to school life.

After summing up the results of the diagnostic study of children in the preparatory group, the following was revealed: students are concerned about the transition from a preschool institution to a new school life; ideas about the conditions of school life have not been formed; about interaction with teachers, etc.

Parents have concerns about the excessive demands on their child’s readiness at school, and about how to more painlessly rebuild the family lifestyle of a future first-grader.

The main purpose of our work is the specially organized transition of preschool children to the next stage of education. We hope that the entire system of work will help our children adapt to school easily and painlessly. All information received related to this problem will form the basis of the existing plan for joint work on succession, which represents a content-organized basis for managing the activities of the teaching staff in the direction of “School and kindergarten continuity .

List of used literature:

1. Avramenko, N.K. Preparing a child for school. M.: Pedagogy, 2006. – 48 p.
2. Wenger, L. A. “Is your child ready for school?” . M.: Znanie, 2009. – 189 p.
3. Wenger, L. A. “Psychological issues of preparing children for school,” Preschool Education . M.: Education, 2009. – 289 p.
4. Gutkina, N. N. Diagnostic program for determining the psychological readiness of children 6-7 years old for school

training "Psychological education" . M.: Znanie, 2007. – 235 p.

5. Kravtsova, E. E. Psychological problems of children’s readiness to study at school. M.: Pedagogy, 2007. -145 p.

6. Ryleeva E. V. //Management of a preschool educational institution, 2005 No. 4, p. 104-112

7. Nosourova T. P. Various models of interaction between schools and preschool educational institutions // Primary school plus Before and After. 2003. No. 10. P. 58-61.. (electronic version from teacher Goryacheva N.G.)

8. Solomennikova O. A. Continuity in the work of primary schools and preschool institutions. / Solomennikova O. A. Barannikova N. A. // Elementary school No. 2, 2008. P. 3 – 6.

9. Berezhnova O. V., Dolgikh L. M., Bubnova S. Yu. Variable forms of organization of preschool education. – St. Petersburg: Publishing House “Childhood-Press” , 2011.

10. T. I. Babaeva, A. G. Gogoberidze, Z. A. Mikhailova, Program “Childhood” - St. Petersburg. "Childhood-press" 2011

11. Gogoberidze A. G. Monitoring in kindergarten. Scientific and methodological manual. - St. Petersburg. "Childhood-press" , 2011.

12. Zhurankova V.V. –

Continuity in the light of state standards

By adopting the Federal State Educational Standard, the state establishes a standard of education that corresponds to the ideals of society. The document reflects society's expectations for the level of education of preschool children. The founders, specialists, families of preschool children, and the public rely on these guidelines. The system of preschool and school education finds common points of contact and becomes a single whole.

Preschool educational institutions and primary schools interact in three areas:

• Coordination of work areas for succession, goals and objectives.
• Careful selection of educational content, both in preschool educational institutions and in primary schools.
• Expanding the range of teaching methods, constantly searching for new forms of work.

Now the priority for the Russian education system has become the quality of knowledge and skills acquired by children. If there is no smooth transition between levels of education, such quality will be very difficult to achieve.

The main strategy of teachers when implementing continuity between kindergarten and school in accordance with the Federal State Educational Standard is “teaching how to learn.” Moreover, the desire and ability to learn begin to be formed not at school, but in early preschool age. When children leave school, this desire to gain knowledge should not end; it ideally continues throughout life. In accordance with the Federal State Educational Standard for primary school, one of the main tasks of this unit is the development of UUD (universal learning activities):

• personal;
• communicative;
• regulatory;
• cognitive.

Teachers and parents do not always correctly understand how to make the transition between school and kindergarten smoothly and least traumatically for a child’s psyche. They are convinced that early mastery of the first grade curriculum will make it easier for their child to adapt and help them study well. Although in reality it is not so important how well a child can read or count. The main thing is whether the prerequisites for educational activity have been formed in older preschoolers, whether the mental qualities that are significant for studying at school have been developed.