Primary general education
Line UMK S. V. Ivanov. Russian language (1-4)
Line UMK V. N. Rudnitskaya. Mathematics (1-4)
Line UMK N. F. Vinogradova. Literary reading (1-4)
Line UMK N. F. Vinogradova. World around (1-4)
I am a first-grader: the psychological readiness of a child for school through the eyes of teachers and psychologists
Successful adaptation and interest in learning help the child more than the knowledge gained before school.
Usually, when it comes to a child’s readiness for school, we immediately begin to sort out a set of knowledge and skills in our head: does the child read fluently, to what extent does he think he knows how to behave, does he have all the knowledge and skills that are tested at school interviews before enrollment in first grade? Meanwhile, in the first year psychological aspect readiness often plays much more important role than intellectual. Successful adaptation and interest in learning help the child more than the knowledge gained before school.
To understand how to actually prepare a child for school, we ask experts for advice: a psychologist, a physiologist, the director of the Institute of Developmental Psychology of the Russian Academy of Education Mariana Mikhailovna Bezrukikh, Doctor of Pedagogical Sciences, Professor, Corresponding Member of the Russian Academy of Education Natalia Fyodorovna Vinogradova, and also refer to selected articles of the book "All about the junior schoolchild" by the publishing house "Drofa-Ventana".
The year before school: the best preparation is play
: There is a strong belief among parents that the content of the concept of "readiness for school" invented by them (parents!) is considered as running ahead and "running through" the program, at least the first grade. The motive for this approach: it will be easier for the child to learn. This is the first myth associated with the preschooler's readiness for schooling. In fact, a full-fledged play activity will help the most before the first class.
Let the kids play. Teachers and psychologists are unanimous in their opinion: a child who has not finished playing in preschool childhood is not ready for school! Moreover, the game for him is not fun, but a natural need and a serious life school: the child plays roles (while playing), which tomorrow will become real for him. With a well-developed game, the most serious qualities are associated, which a schoolchild needs like air. Educational activity is also born in play activity.
- Give the children complete freedom in Game: let him embody his thoughts, take everything he needs for the game.
- Play with your child to stimulate their imagination, creativity. It is useful to take on different roles in order to support the game, to accustom the child to joint game activities.
- Respect the rules of the game. As agreed, we do it: if there are no clear rules in the game or they are constantly changing, then it is difficult for the child to understand their value.
- Win! Often, when playing checkers, chess, lotto or dominoes with children, we arrange “giveaway”. Meanwhile, it is important to win against the child - of course, not every time. Your first grader should get used to a possible defeat and accept it with dignity.
- Change roles. It is best to encourage when the child takes on and fulfills the role of leader (commander, leader), but from time to time you need to change the conditions and put the child in front of the need to obey.
- Give your child the opportunity to be the subject of the activity. Sometimes it seems to us: if a child with pleasure (or without pleasure) fulfills the requests, commands, demands of adults - read, fold a sheet of paper, collect pencils, put together a puzzle - then this is an arbitrary activity, and he is the subject. In fact, everything is not so simple.
Natalia Fyodorovna Vinogradova: Dear mothers and fathers, grandmothers and other close relatives, take it for granted: voluntary activity differs from imposed (involuntary) activity in that the child myself puts in front of small tasks that myself and decides. Such a child, having come to the first grade, not only listens to the teacher, but hears him, accepts the demand and independently, without reproaches, repetitions and reminders, performs the task.
Arbitrariness is successfully formed in the game, because in the process of her child must obey the established rules (if these are board and outdoor games), establish role-playing relationships with partners (if this is a role-playing game, for example, “to mother-daughters”, “theater”, “ cosmonauts”, “firefighters”, “school”, etc.). Moreover, the game encourages children to reckon with each other, listen to the participants, obey today, lead tomorrow, seek joint solutions and resolve conflicts the day after tomorrow. That is, everything that happens in the game (the child himself sets the game task, fulfills the rule and the game action, develops the plot, establishes joint actions and relationships), ensures the purposeful formation of elements of arbitrary activity, which the preschooler has not the slightest idea about. But in fact, he is psychologically preparing for schooling, which stands on the "shoulders" of the joint learning activities.
How to talk to your child about school?
Of course, your child already knows quite a lot about school - from older brothers and sisters, friends, from books and cartoons, from yourself. Perhaps he has already crossed the threshold of the school, for example, when he went to an interview before admission to the first class. And yet, he is not yet aware of a lot of things, they have not yet become part of his everyday life. Most likely, he will come to you with questions - and they are the most valuable for us to start an important conversation about the school.- Respond to the child's interest. The information that you yourself created the request for is best perceived. Therefore, every question a child has about school is precious. Answer his questions in detail, in detail, try not only to satisfy the curiosity of the child, but also to motivate him to ask new questions.
- Try not to joke. The sense of humor of a preschooler is not always developed to the extent necessary to distinguish between irony, exaggeration and other speech techniques. A random awkward joke (“yes, they put children in a corner for crooked letters”, “you will serve ten years at your desk like me and you will be free”, and the like) can seriously scare the future student.
- Motivate smart. The most important thing for which it is worth going to school is, of course, the opportunity to learn new interesting and useful things. Try to motivate your child with what is really important: delicious buns in the canteen or a wide football field - things, of course, are pleasant, but they have nothing to do with learning motivation.
- Start with a clean slate. It may turn out that your own impressions of the school were not the most rosy. Please remember: your story has nothing to do with your child's story. He, like any schoolchild, will have to rebuild relations with the school, and we hope that they will turn out better than you once had.
How to make the transition to a new stage of life as comfortable as possible for a child?
The book “All About the Primary School Student” clearly defines the main task of parents in the first school year: “to help the child adapt (get used) to new activities, new living conditions, unfamiliar people and environment, maintain efficiency, relieve fatigue and develop interest in school.”To solve this problem, it is enough to set priorities clearly: we do not need brilliant results, breakthroughs, achievements at any cost now. Most of all, we need to develop the positive habit of going to school with joy, overcoming moderate difficulties, enjoying meeting classmates and teachers whenever possible, and after school, going out, relaxing, playing, and generally living the lifestyle of a child at the age of seven. eight years old.
- Look closely at the condition of the child. Often the reason for the failure of a younger student is the usual overwork. Watch how your first grader feels, whether his sleep has become disturbing, whether his appetite has disappeared. Perhaps, to overcome difficulties, it is enough to slightly adjust the daily routine, give the child a little more time to rest and sleep.
- Adjust the load. Now almost every child in the first grade is doing something other than studying - and that's great. But if you feel that the first-grader is tired, or that additional classes are crowding walks, sleep and games out of his daily routine, consider dropping the “ballast” from extracurricular activities.
Mariana Mikhailovna Bezrukikh: In the first year of study, you should not start new additional classes - neither art, nor music, or any other. It is better to minimize the load in the first grade and use all the forces of the body to adapt to school. If the child began to study in a circle before school, you can try to continue. But what every first grader needs is a sports club, a swimming section, or any activity that will allow the child to actively move and relieve emotional stress.
Dear parents, do not forget that there are only 24 hours in a day. Ten of them the child must sleep, another two and a half hours - to walk. He will spend six hours at school. Take at least 1.5 hours for hygiene procedures and the same amount for food - and you will understand that the child has very little left for himself, for games, for understanding everything that happened to him during the day. Do you want to take this precious time to some kind of circle?
Don't rush. Almost all adults on the planet now live in a constant time pressure. But time pressure for a child is the main stress factor. Even if your first grader is not one of the slow ones, it is still hard for him to get into the rhythm of a new life. Before pulling somewhere again and forcing him to fit in a short period of time, let him catch his breath.
How to survive the first difficulties with study?
Even the most capable children sooner or later face the first failures, this is natural and even partly useful: it is clear in which direction to move, what to pay attention to. It happens that a child suddenly cools down to study, becomes restless, dissatisfied, sometimes even refuses to go to school. Often not so much children as their parents are not ready for such failures. To support the child and at the same time not frighten off his desire to learn, you should follow these tips:- Respect the rights of the child. The authors of the book “All About the Primary School Student” remind: the primary school student has the right to be alone (at least sometimes!), the right to choose what to do in free time, independently plan their activities, relax, walk and participate in decision-making that relate to his life. Observance of these rights and freedoms will help the child to realize that studying is not a heavy duty, but an important and exciting kind of activity.
- Make your child the master of the workspace. One of the most dangerous enemies of children's motivation is alienation from learning. To make the child feel that lessons, schoolwork, homework, projects are precisely his territory, let him equip himself workplace, choose suitable accessories. A very small section of the room can also become a child’s personal workspace - but let it still be.
- Accept failure appropriately. At primary school age, it is very important for a child how relatives relate to him. It is not uncommon for the word "excellent student" to become synonymous with the words "good", "worthy", even "beloved" for a child. Try not to take bad news too hard, let your child understand that his success and failure in school does not affect your love for him.
- Reinforce the feeling of success. As soon as the child succeeds at least something - one letter from the whole line comes out exactly, the example is finally solved correctly, three lines from the primer are read independently - praise him, and praise him wholeheartedly.
First-hand: our experts, educators and psychologists give advice to parents of first-graders
Maryana Mikhailovna Bezrukikh:- The main thing that will help you smoothly enter your studies is adequate requirements for children, and in everything. To their behavior, skills, quality and time to complete tasks. Well, the average first grader cannot fluently read a whole paragraph in a minute, cannot sit still for forty minutes, and then walk sedately along the corridor for another ten minutes. And one more thing: your expectations from the success of the child should correspond not only to his age, but also to the individual characteristics of development. The state of health of a child sometimes plays a greater role than his intellectual abilities.
Natalya Fedorovna Vinogradova:
- A request to you, dear adults: observe nature with your child, make small discoveries, expand his sensory experience. Many of our children come to school "wretched" in terms of feelings - they look a little, touch, listen, determine the taste, smell of different objects. But it is the sensory perception of the surrounding world that is the basis for the development of the mind. Many great educators of the past emphasized that the development of the mind and speech proceeds from the observation of nature.
Education in primary school- by no means the main thing. It is more important not to ruin the motivation to study, but for this, choose a convenient school and a kind teacher. Wish you luck!
Tatyana Yurievna Altukhova, primary school teacher, teacher of the highest category, total work experience - 28 years:
- Dear parents! I have one request for you, and I think many colleagues will agree with me: it is better for your child to sit at a desk completely untrained than trained incorrectly. What a huge amount of work it costs - to wean a child from letter-by-letter reading, to motivate him to work correctly with prescriptions in which he has been writing at random for two years now. In general, if you are not sure that you can do everything right, it is better to read a book to your child or take him for a walk. Give him a general idea about the world, about nature, about why it is so important to study and why to gain knowledge. The teacher will do the rest.
Marfa Buseva, child psychologist:
- Dear parents of preschoolers! I know that you will still work with your children, give recipes, examples ... I will not dissuade you, but please, please leave them alone more often. Let them, loitering around the house, suddenly find something for themselves, start building a house out of pillows, start muttering fairy tales to themselves and quartering teddy bears. Let them dig tunnels in the sandbox, make water pipes from plastic bottles, tie knots on ropes, try on pots and declare that it is time for them to go into space. All the basic skills are laid in the game, creativity, imagination, initiative are awakened - and what will the child do without all this at the desk?
Anastasia Izyumskaya, journalist, founder of the family information support project "Family Tree":
- There is one Golden Rule, familiar to everyone who has ever flown on airplanes: in the event of an air accident, first put on a mask for yourself, then for a child. Before the birth of my son, this rule seemed blasphemous to me. Since then, a lot has had to be rethought, including the need to take care of yourself. An anxious mother is not able to give the child protection, and he will need protection, oh how, even in the most beautiful school. If you feel that it is difficult for you to cope with the global changes in your life, that you are very worried about your son or daughter, that thoughts about school oppress you - take care of your well-being. Support yourself - and then you will be able to support your first grader at the right time.
Alexandra Chkanikova
*Since May 2017, the DROFA-VENTANA joint publishing group has been part of the Russian Textbook Corporation. The corporation also included the Astrel publishing house and the LECTA digital educational platform. Alexander Brychkin, a graduate of the Financial Academy under the Government of the Russian Federation, candidate of economic sciences, head of innovative projects of the DROFA publishing house in the field of digital education, has been appointed General Director.
INTRODUCTION
The child's ability to generalize.
self-control;
learning motivation.
Explanatory note
TARGET:
TASKS:
SYLLABUS
The program is designed taking into account age characteristics. The complex of classes is aimed at the development of five interrelated mental processes that determine cognitive capabilities, and includes the relevant sections: “Fine motor skills of the hand”, “Attention”, “Memory”, “Thinking”, “Speech”, “sensomotor skills”, “Development of skills to act according to the rule and independently on the instructions of an adult”, “Exercises for the prevention of visual impairment and the prevention of visual fatigue”. At each lesson, psycho-muscular training is carried out to relieve muscle and emotional stress.
| p/p | Program Sections | Number of hours | |||
| week | month | year | |||
| 1. | Development of fine motor skills | 2 | 8 | 38 | |
| 2. | Thinking | 2 | 8 | 38 | |
| 3. | Speech | 2 | 8 | 38 | |
| 4. | Memory | 2 | 8 | 38 | |
| 5. | 2 | 8 | 38 | ||
| 6. | 2 | 8 | 38 | ||
| 7. | Attention | 2 | 8 | 38 | |
| 8. | 2 | 8 | 38 | ||
| 9. | 2 | 8 | 38 | ||
EDUCATIONAL AND THEMATIC PLAN
November
| class number | cognitive goals | Lesson content | Didactic material |
| 1 |
Development of fine motor skills Development of coordination of movements and graphic skills Development of visual memory |
"Wizard" "What is missing" Game "Situations" "Memorize Pictures" "Cross out the letter" Breathing exercise |
Not required Notebook, pencils Task cards (app. 13) Game "Situations" Images Notebook, simple pencil Not required |
| 2 |
Development of fine motor skills Development of coordination of movements and graphic skills The development of memory, speech. Formation of the ability to act according to the rule, development of thought processes |
"Wizard" "Comparison of Items" Game "Situations" "Cross out the letter" Drawing a graphic pattern from dictation |
Not required Notebook, pencils Pairs of words Game "Situations" Notebook, simple pencil Not required |
| 3 |
Development of fine motor skills Development of coordination of movements and graphic skills Developing the ability to establish a pattern Development of active attention Formation of the ability to act according to the rule, development of thought processes |
"Orange" "What is missing?" Painting "Room" "Puzzles" "Word Cascade" Drawing a graphic pattern from dictation "Reflection" |
Not required Notebook, pencils Annex 14 Word list Notebook, simple pencil Not required |
| 4 |
Development of fine motor skills Development of coordination of movements and graphic skills Development of visual memory Stress relief, exercise for the prevention of visual impairment |
"Wash" "The Fourth Extra" Washing and drying clothes game Painting "Room" The game "Colored words" "Correction tests" |
Not required Notebook, pencils Images Appendix 2 Not required |
| 5 |
Development of fine motor skills Development of sensorimotor Subjects by essential features and summarize Development of auditory memory Development of visual memory Formation of the ability to act according to the rule, development of thought processes |
"Gift to the bear" "The Fourth Extra" "Poem" "Memorize Pictures" Drawing a graphic pattern from dictation |
Notebook, pencils Poem Images Notebook, simple pencil Not required |
| 6 |
Development of fine motor skills Development of sensorimotor Developing the ability to establish a pattern Development of logical thinking Formation of the ability to act according to the rule, development of thought processes Stress relief, exercise for the prevention of visual impairment |
"Orange" Game "Logic tables" "C Words" "groups of words" "Tambourine and bell" Drawing a graphic pattern from dictation |
Notebook, pencils Game "Logic tables" Word list Tambourine and bell Notebook, simple pencil Not required |
| 7 |
Development of fine motor skills Development of sensorimotor Development of visual memory Formation of the ability to act according to the rule, development of thought processes Stress relief, exercise for the prevention of visual impairment |
"Gift to the bear" "O Words" "Remember and find the same" "groups of words" Drawing a graphic pattern from dictation |
Annex 15 Notebook, pencils Word list Picture with vases Notebook, simple pencil Not required |
| 8 |
Development of fine motor skills Development of sensorimotor Development of auditory memory, thinking, speech Development of active attention Formation of the ability to act according to the rule, development of thought processes |
"Wash" "B Words" "Words - Pictures" Game "Jolly Athletes" Drawing a graphic pattern from dictation |
Notebook, pencils Word list List of words, pictures Notebook, simple pencil Not required |
December
| class number | cognitive goals | Lesson content | Didactic material |
| 9 |
Development of fine motor skills Development of sensorimotor Developing the ability to establish a pattern Development of associative memory Formation of the ability to act according to the rule, development of thought processes Removal of muscle and emotional stress |
"Wizard" "Flowerbed" Game "Merry Logic" "Words related in meaning" "What changed?" Drawing a graphic pattern from dictation "Apple trees with apples" |
Not required Annex 16 Notebook, pencils Game "Merry Logic" Word list Notebook, simple pencil Not required |
| 10 |
Development of fine motor skills Development of the imagination Development of sensorimotor Development of the ability to classify objects according to essential features and generalize Formation of the ability to act according to the rule, development of thought processes Stress relief, exercise for the prevention of visual impairment |
"The Fourth Extra" "Remember and Show" (Tables by F.E. Rybakov) Drawing a graphic pattern from dictation |
Notebook, pencils F.E. tables Rybakova (adj. Notebook, simple pencil Game "Merry Logic" Not required |
| 11 |
Development of fine motor skills Development of sensorimotor Development of attention Development of the ability to generalize Formation of the ability to act according to the rule, development of thought processes |
"What is missing?" Drawing with both hands "Shaded circles" Game "Logic chains" The game "Name it in one word" Drawing a graphic pattern from dictation "Smile" |
Application Annex 13 Notebook, pencils Game "Logic chains" Word list Notebook, simple pencil Not required |
| 12 |
Development of fine motor skills Development of sensorimotor Developing the ability to establish a pattern Development of speech and thinking Formation of the ability to act according to the rule, development of thought processes Stress relief, exercise for the prevention of visual impairment |
"Orange", Drawing with both hands "Shaded squares" "What changed?" Game "Pick the third word" The game "Speak the other way" Drawing a graphic pattern from dictation |
Notebook, pencils Appendix 17 Word list Word list Notebook, simple pencil |
| 13 |
Development of fine motor skills Development of sensorimotor Formation of the ability to act according to the rule, development of thought processes ; uplifting mood |
"Grandmother", Drawing with both hands "Shaded Triangles" Game "Pictogram" "Mystery" Game "Logic chains" Game "Remember" "Find differences" Drawing a graphic pattern from dictation |
Notebook, pencils Game "Logic chains" Notebook, simple pencil Song recording |
| 14 |
Development of fine motor skills Development of sensorimotor Development of associative memory Teaching the ability to concentrate, volume, switching, stability of attention Formation of the ability to act according to the rule, development of thought processes Development of speech and thinking Stress relief, exercise for the prevention of visual impairment |
"Orange", Drawing a graphic pattern from dictation The game "Speak the other way" |
Appendix 19 Notebook, pencils Word list Appendix 4 Notebook, simple pencil Word list Not required |
| 15 |
Development of fine motor skills Development of sensorimotor Teaching the ability to concentrate, volume, switching, stability of attention Formation of the ability to act according to the rule, development of thought processes Stress relief, exercise for the prevention of visual impairment |
"Grandmother" "Find the extra word" Game "Funny Cells" Drawing a graphic pattern from dictation |
Notebook, pencils series of words Game "Funny Cells" Appendix 6 Riddles text, questions Notebook, simple pencil Not required |
| 16 |
Development of fine motor skills Development of sensorimotor Development of the ability to classify objects according to essential features and generalize And recollections Formation of the ability to act according to the rule, development of thought processes |
"The Fourth Extra" "Who's out of place?" "What is the difference between the pictures" Drawing a graphic pattern from dictation "Breath" |
Notebook, pencils Notebook, simple pencil Not required |
January
| class number | cognitive goals | Lesson content | Didactic material |
| 17 |
Development of fine motor skills Development of the imagination Development of sensorimotor Development of associative memory Development of concentration Formation of the ability to act according to the rule, development of thought processes Stress relief, exercise for the prevention of visual impairment |
Game "Definitions" Game "Draw Pictograms" Unravel the beads Drawing a graphic pattern from dictation |
subject pictures Notebook, pencils Annex 15 Notebook, simple pencil Not required |
| 18 |
Development of fine motor skills Learning how to write sentences using key words, speech development. Development of purposeful memorization and recall Development of concentration Development of thinking Formation of the ability to act according to the rule, development of thought processes Strengthening positive emotional experiences |
"According to the guide" Game "Merry Logic" "Collect the item" "Who's out of place?" Exercise "Finish the phrase" Drawing a graphic pattern from dictation |
Game "Merry Logic" Ten toy animals Appendix 8 List of phrases Notebook, simple pencil Not required |
| 19 |
Development of fine motor skills Development of sensorimotor Development of logical thinking and semantic memory Development of acumen Formation of the ability to act according to the rule, development of thought processes Stress relief, exercise for the prevention of visual impairment |
Game "Merry Logic" "Most Attentive" Exercise "Words - signs" Drawing a graphic pattern from dictation |
Notebook, pencils Game "Merry Logic" Word list Appendix 7 Fairy tale text Notebook, simple pencil Not required |
| 20 |
Development of fine motor skills Development of sensorimotor Development of speech and thinking Fantasy Development Development of short-term auditory memory Training the ability to concentrate, volume Relieve muscle and emotional tension |
"Orange" Game "Continue the phrase" "Word Cascade" "Flower" 1 |
Notebook, pencils Educational game "Silhouettes and contours" List of phrases Word list Appendix 9 Not required |
| 21 |
Development of fine motor skills Development of sensorimotor Development of attention Learning how to write sentences using key words, speech development. Development of visual memory Training the ability to concentrate, volume |
"Wash", "Encryption" "Memorize Pictures" Drawing a graphic pattern from dictation "blots" |
Notebook, pencils "Encryption" 5 pictures Annex 10 Notebook, simple pencil Large sheet of paper, gouache |
| 22 |
Development of fine motor skills Development of sensorimotor Development of the speed of thinking Formation of the ability to act according to the rule, development of thought processes |
Developing game "Motor skills" Game "The World Around Us" Option 1 Fairy tale "Crow and Cancer" Word ending game "Invisible hat" Drawing a graphic pattern from dictation "blots" |
Developing game "Motor skills" Notebook, pencils Game "The World Around Us" Not required Notebook, simple pencil Large sheet of paper, gouache |
February
| class number | cognitive goals | Lesson content | Didactic material |
| 23 |
Development of fine motor skills Development of sensorimotor Development of analytical thinking Development of visual-auditory and associative memory Formation of the ability to act according to the rule, development of thought processes Stress relief, exercise for the prevention of visual impairment |
Game "The World Around Us" Option 2 "Encryption" Drawing a graphic pattern from dictation |
Notebook, pencils Game "The World Around Us" "Encryption" Notebook, simple pencil Not required |
| 24 |
Development of fine motor skills Development of sensorimotor Development of attention, perception Formation of the ability to act according to the rule, development of thought processes Development of speech and verbal thinking |
Game "Logic tables" We listen and retell Drawing a graphic pattern from dictation Game "Definitions" "Listen to classical music" |
Peas, beans Notebook, pencils "Logic Tables" Notebook, simple pencil subject pictures |
| 25 |
Development of fine motor skills Development of sensorimotor Development of the imagination Development of thinking, speech Development of purposeful memorization Development of attention Stress relief, exercise for the prevention of visual impairment |
Game "What is it?" Game "Twenty Questions" "Poem" |
Buckwheat, rice Notebook, pencils Pairs of words Not required The text of the poem Picture cards Not required |
| 26 |
Development of fine motor skills Development of sensorimotor Development of the ability to classify Development of short-term auditory memory |
"The Fourth Extra" "Offers" "Word Cascade" Exercise "Pictograms" "Listen to classical music" |
Matches, pattern Notebook, pencils Cards Key words Word list Text of the story, notebook |
| 27 |
Development of fine motor skills Development of sensorimotor Development of thinking, speech Development of visual memory Formation of the ability to act according to the rule, development of thought processes Relaxation, stress relief; |
Lay out a pattern of matches according to the sample Game "Logic tables" Game "Antonyms" "Memorize Pictures" Drawing a graphic pattern from dictation "Pose of rest" |
Matches, pattern Notebook, pencils Game "Logic tables" Word list Images Notebook, simple pencil |
| 28 |
Development of fine motor skills Development of sensorimotor Development of thinking, speech Formation of the ability to act according to the rule, development of thought processes Development of visual memory Development of auditory attention stress relief |
"Wizard" Game "Define concepts" Drawing a graphic pattern from dictation "Listen to classical music" |
Notebook, pencils Word list Notebook, simple pencil Picture, questions |
| 29 |
Development of fine motor skills Development of sensorimotor Fantasy Development Development of attention Stress relief, exercise for the prevention of visual impairment |
"Wash" "Sinking - not sinking" problem picture Learning a poem Game "Fruits, toys" |
Notebook, pencils The text of the poem Word list Not required |
| 30 |
Development of fine motor skills Development of sensorimotor Compiling a sentence based on key words Memory Development Development of attention Relieve muscle and emotional tension |
"Grandmother" Game "Situations" "Offers" Exercise "Remember Phrases" Game "Attention" |
Notebook, pencils Game "Situations" Key words List of phrases Shape cards, notebook Not required |
March
| class number | cognitive goals | Lesson content | Didactic material |
| 31 |
Development of fine motor skills Development of the ability to highlight the properties of objects; development of logical thinking Development of active attention Development of visual memory Relieve muscle and emotional tension |
"Wash" "Sinking - not sinking" "Remember and answer the questions" "Flower" 1 |
Basin with water; an empty vial and a vial filled with sand; tennis and metal balls; wooden block and stone; paper sheet and glass Picture |
| 32 |
Development of fine motor skills Development of visual memory Development of active attention Formation of the ability to act according to the rule, development of thought processes Relieve muscle and emotional tension |
"Orange" "Remember and answer the questions" "Edible - inedible" |
A list of questions Picture Notebook, simple pencil The text of the poem, drawings Not required |
| 33 |
Development of fine motor skills Development of thinking Development of auditory attention Speech development Formation of the ability to act according to the rule, development of thought processes Relieve muscle and emotional tension |
Disassemble the peas and beans "Find the extra word" Game "Broken Phone" "Listen to classical music" |
Peas, beans Word list The text of the poem, drawings Not required Offer list Notebook, simple pencil |
| 34 |
Development of fine motor skills Development of attention Development of fantasy, speech Development of auditory memory Development of active attention Relaxation, stress relief; |
Find differences "Story Picture" "What's under the hat" "Pose of rest" |
counting sticks Images Picture The text of the poem Small items 6-7 pcs. |
| 35 |
Development of fine motor skills Development of the ability to highlight similarities and differences on essential grounds Development of retelling skills Development of thinking, speech Development of auditory attention Relieve muscle and emotional tension |
Disassemble buckwheat and rice Compare items to each other "Story" Game "Stories in pictures" |
Buckwheat, rice Not required Two pictures Not required |
| 36 |
Development of fine motor skills Development of figurative and analytical thinking Relieve muscle and emotional tension |
"Grandmother" Game "Merry Logic" "Story" "Wonderful bag" |
Not required Game "Merry Logic" Word list Not required |
| 37 |
Development of fine motor skills Developing the ability to sequence events Development of visual memory Development of auditory attention Development of speech and verbal thinking Relieve muscle and emotional tension |
draw a pattern "What's First, What's Later" "Memorize Pictures" "Broken phone" Game "Definitions" |
The game "What's first, what's next" Images Not required subject pictures Not required |
| 38 |
Development of fine motor skills Development of logical thinking Development of thinking Development of purposeful memorization and recall |
Draw gradually decreasing figures inside the large figures, and gradually increasing around the small ones. Game "Merry Logic" "Puzzles" "Who's out of place" "Good Animal" |
Game "Merry Logic" 10 toys Not required |
Part 2 - the development of thinking;
Part 3 - the development of speech;
4 part - the development of memory;
5 part - development of attention;
part 6 -
"Fine Motor Development"
Tasks:
"Development of thinking"
Tasks:
"Speech development"
Tasks:
"Memory Development"
Tasks:
"Attention Development"
Tasks:
Develop sensory attention:
Develop auditory attention;
Tasks:
7. "Graphic Dictation"
8. « Symmetrical drawings»
STAGES OF WORK:
Diagnostic
Developing
Control (diagnostic)
Working with teachers
Working with parents
CRITERIA FOR EVALUATION
Subtest "Ladder" ( The study of the child's self-esteem).
Subtest "Cut out a circle" (
Subtest "House" (
Subtest "10 words" (
(
Subtest "4th extra" (
Subtest "Find the missing one" (
Subtest "Drawing of a man" (
Subtest "Forbidden words" (
Volitional qualities;
Good memory;
Motor agility;
Expected results.
BIBLIOGRAPHY
INTRODUCTION
Purposeful preparation of the child for school, which currently exists, implies that the child must come to school with a certain amount of knowledge, skills and abilities. Thus, the level of development of the child before school is largely determined by the degree of his training in these skills and abilities. Such an idea of the mental development of a child follows from the American theory of behaviorism, in which mental development is reduced to a set of skills and behaviors acquired by a person.
IN domestic psychology Throughout the 20th century, a fundamentally different approach to understanding mental development person. In the works of L.S. Vygotsky developed the concept of psychological age, characterized by certain parameters. Each age period, if it is fully lived, ends with certain characteristics of the child's mental development, on which development is built in the next age period. By virtue of this understanding of development, each age stage is unique and cannot be neglected. If a child, instead of a leading activity, is mainly engaged in another type of activity, then full-fledged mental development does not occur. At preschool age, the leading activity is the game, which exhausts its developmental influence by the age of seven. Therefore, seven years is the boundary between preschool and junior school age. It has been proven in psychology that at the age of seven the direct behavior of the child disappears, therefore from the age of seven it is possible effective learning school type. At this time, the child can already obey the rules of behavior in the lesson without undue overload. nervous system In addition, due to emerging psychological neoplasms, a seven-year-old first grader himself wants to become a student and fulfill the role of a student with all the necessary rules. However, all this happens if the development of a child up to seven years of age took place mainly in play activities. It should be noted that at present, first-graders are less developed than their peers in the middle of the last century, due to the fact that, starting from 5.5 - 6 years old, today's preschoolers almost do not play, but mostly study in groups preparatory to school. At the same time, it should be noted that children still turn out to be unprepared for school, moreover, they are ready for it to a lesser extent than their peers fifty years ago, who were not specially prepared for school.
Psychological studies show that preparation for school in the form of developing the simplest school knowledge, skills and abilities have nothing in common with psychological readiness for schooling, which is not formed in the classroom according to the school type. Psychological readiness for school is the psychological prerequisites for mastering educational activities, which are formed within the leading activity inherent in preschool age, that is, in the game.
The following are distinguished as prerequisites for mastering educational activities in domestic psychology:
The presence of cognitive and social motives for learning;
The ability of the child to work according to the model;
The ability of the child to work according to the rule;
The child's ability to listen to an adult and follow his instructions;
The child's ability to generalize.
These are the main parameters of the mental development of the child, on which primary education at school is based. If a child wants to learn, knows how to work according to a model and follow a given rule, can apply the rule on a similar task, then such a child will effectively master the basics of learning and move forward quickly enough.
During this period, the transition from preschool to school childhood, as L.I. Bozhovich (1968) is characterized not only by a change in the place of the child in the system of relations, but also by the whole way of his life. At the same time, the position of the schoolchild creates a special moral orientation of the child's personality. Teaching is realized and experienced by the child as his own labor duty, participation in Everyday life surrounding people. That is why success or failure in educational affairs has a sharp affective coloring for the child. Therefore, the issues of schooling are not only issues of education, intellectual development child, but also the formation of his personality. In this regard, it became necessary to develop and introduce into the educational process a program of additional preparation of the child for schooling "Soon to School".
The program identifies three main parameters that determine the readiness of the child to study at school:
the level of general development of the child;
self-control;
learning motivation.
Any mental function is formed and transformed in the process of interaction between a child and an adult, therefore the task of a psychologist is to prepare the child for school through the zone of proximal development within the leading play activity.
Explanatory note
The accumulation by the child independently and under the guidance of adults of the necessary social experience contributes to the disclosure of the age potential of the preschooler, successful preparation for schooling, and later - for adulthood. From this it follows that it is at preschool age that the foundations of the social maturity (competence) of the child are laid, determining the trajectories of development and successful adaptation in a changing society.
Under the social competence of a preschooler, we mean the quality of a personality formed in the process of active creative development of social relations that arise at different stages and different types of social interaction, as well as the child's assimilation ethical standards, which are the basis for the construction and regulation of interpersonal and intrapersonal social positions, relationships.
Playing activity occupies a special place in the process of forming the social competence of the younger generation.
The influence of the game on the formation of social competence skills of the preschooler's personality lies in the fact that, thanks to game imitation and role-playing, he gets acquainted with the norms and models of behavior and relationships between children and adults, which become models for his own behavior. In the game, the child acquires the basic skills of social competence necessary to establish contact and develop interaction with the outside world.
In order to predict the success of a child's education in school, it is necessary to take into account the ability to analyze and synthesize materials. Presented in the form of figures, graphs, tables and diagrams. Also important: the ability to draw analogies, classifications and generalizations, the general awareness of the child. The level of development of attention should be taken into account. Visual memory (main focus in primary education goes to visual perception information), fine motor skills of the hand.
In their activities, the psychologist should also rely on the personal characteristics of children. By the time the child enters school, self-control, the ability to communicate with people, role-playing behavior, and independence should be sufficiently developed. Without good working capacity, one can hardly count on the solid assimilation of a sufficiently large amount of knowledge, on the formation of complex skills and abilities.
There is no doubt that the better the child is ready for all the changes associated with the beginning of education, for the difficulties that are inevitable, the calmer the process of adaptation at school will be.
And the proposed program of psychological preparation of children for school "Soon to school" (for children 5-7 years old) allows you to prepare a child for school during game classes, which take into account the peculiarities of his mental development obtained as a result of diagnostics (at the diagnostic stage).
TARGET:
Development of social competence and arbitrary cognitive activity, psychological preparation of the child for schooling.
TASKS:
1. To develop in the child the prerequisites for educational activities: communication and behavioral skills, cognitive processes(attention, thinking, memory, speech, general and fine motor skills).
2. To form strong-willed qualities, emotionally - a positive attitude towards the school.
SYLLABUS
The program is designed for 1 year teaching children from 5 to 7 years old
| p/p | Program Sections | Number of hours | |||
| week | month | year | |||
| 1. | Development of fine motor skills | 2 | 8 | 38 | |
| 2. | Thinking | 2 | 8 | 38 | |
| 3. | Speech | 2 | 8 | 38 | |
| 4. | Memory | 2 | 8 | 38 | |
| 5. | Development of coordination of movements and graphic skills, sensorimotor skills | 2 | 8 | 38 | |
| 6. | Development of skills to act according to the rule and independently on the instructions of an adult | 2 | 8 | 38 | |
| 7. | Attention | 2 | 8 | 38 | |
| 8. | Exercises for the prevention of visual impairment and the prevention of visual fatigue | 2 | 8 | 38 | |
| 9. | Exercises to relieve muscle and emotional tension (Relaxation) | 2 | 8 | 38 | |
The duration of the lessons is 30 minutes. Due to the fact that activities are constantly changing, children of this age group easily spend this time and do not get tired.
EDUCATIONAL AND THEMATIC PLAN
November
| class number | cognitive goals | Lesson content | Didactic material |
| 1 |
Development of fine motor skills Development of coordination of movements and graphic skills Developing the ability to establish a pattern Teaching skills to compare a picture and a verbal description of a situation Development of visual memory Training the ability to switch attention and concentration Formation of the ability to act according to the rule, development of thought processes Relieve muscle and emotional tension |
"Wizard" Drawing with both hands "Circles, squares, triangles" "What is missing" Game "Situations" "Memorize Pictures" "Cross out the letter" Drawing a graphic pattern from dictation Breathing exercise |
Not required Notebook, pencils Task cards (app. 13) Game "Situations" Images Newspaper or magazine clipping, pencil, Notebook, simple pencil Not required |
| 2 |
Development of fine motor skills Development of coordination of movements and graphic skills The development of memory, speech. Teaching the ability to concentrate, volume, switching, stability of attention Formation of the ability to act according to the rule, development of thought processes Stress relief, exercise for the prevention of visual impairment |
"Wizard" Drawing with both hands "Shaded circles" "Comparison of Items" Game "Situations" "Cross out the letter" Drawing a graphic pattern from dictation |
Not required Notebook, pencils Pairs of words Game "Situations" Newspaper or magazine clipping (10X10 cm), pencil, doll Notebook, simple pencil Not required |
| 3 |
Development of fine motor skills Development of coordination of movements and graphic skills Developing the ability to establish a pattern Learning how to write sentences using key words, speech development. Development of active attention Development of short-term auditory memory Formation of the ability to act according to the rule, development of thought processes Relieve stress, learning to model external manifestations of feelings |
"Orange" Drawing with both hands "Shaded squares" "What is missing?" Painting "Room" "Puzzles" "Word Cascade" Drawing a graphic pattern from dictation "Reflection" |
Not required Notebook, pencils Annex 14 Word list Notebook, simple pencil Not required |
| 4 |
Development of fine motor skills Development of coordination of movements and graphic skills Development of the ability to classify objects according to essential features and generalize Development of visual memory Teaching analysis and reasoning skills Development of the ability to make associations Training the ability to concentrate, volume Stress relief, exercise for the prevention of visual impairment |
"Wash" Drawing with both hands "Shaded Triangles" "The Fourth Extra" Washing and drying clothes game Painting "Room" The game "Colored words" "Correction tests" |
Not required Notebook, pencils Five cards showing four objects, one is extra Images Appendix 2 Not required |
| 5 |
Development of fine motor skills Development of sensorimotor Development of the ability to classify objects according to essential features and generalize Development of auditory memory Development of visual memory Formation of the ability to act according to the rule, development of thought processes Adult task differentiation training |
"Gift to the bear" Drawing with both hands "The sun with a cloud" "The Fourth Extra" "Poem" "Memorize Pictures" Drawing a graphic pattern from dictation "Do what I say and show" |
Notebook, pencils Five cards, which depict four objects, one is extra Poem Images Notebook, simple pencil Not required |
| 6 |
Development of fine motor skills Development of sensorimotor Developing the ability to establish a pattern Development of auditory memory, speech, thinking Development of logical thinking Development of active attention, the ability to correlate their actions with the sound of instruments Formation of the ability to act according to the rule, development of thought processes Stress relief, exercise for the prevention of visual impairment |
"Orange" Drawing with both hands "Ship" Game "Logic tables" "C Words" "groups of words" "Tambourine and bell" Drawing a graphic pattern from dictation |
Notebook, pencils Game "Logic tables" Word list Groups of words, 4 words each, one extra Tambourine and bell Notebook, simple pencil Not required |
| 7 |
Development of fine motor skills Development of sensorimotor Development of auditory memory, thinking, speech Development of visual memory Development of logical thinking and speech Formation of the ability to act according to the rule, development of thought processes Stress relief, exercise for the prevention of visual impairment |
"Gift to the bear" Drawing with both hands "Apple" "O Words" "Remember and find the same" "groups of words" Drawing a graphic pattern from dictation |
Annex 15 Notebook, pencils Word list Picture with vases Groups of words, 5 words each, one extra Notebook, simple pencil Not required |
| 8 |
Development of fine motor skills Development of sensorimotor Development of auditory memory, thinking, speech Development of logical memorization Development of active attention Formation of the ability to act according to the rule, development of thought processes Relaxation and concentration exercise |
"Wash" Drawing with both hands "Two eights" "B Words" "Words - Pictures" Game "Jolly Athletes" Drawing a graphic pattern from dictation |
Notebook, pencils Word list List of words, pictures Figure cards Notebook, simple pencil Not required |
December
| class number | cognitive goals | Lesson content | Didactic material |
| 9 |
Development of fine motor skills Development of sensorimotor Developing the ability to establish a pattern Development of associative memory Teaching the skills of memorizing a pattern, situations Formation of the ability to act according to the rule, development of thought processes Removal of muscle and emotional stress |
"Wizard" "Flowerbed" Drawing with both hands "Lazy eights" Game "Merry Logic" "Words related in meaning" "What changed?" Drawing a graphic pattern from dictation "Apple trees with apples" |
Not required Annex 16 Notebook, pencils Game "Merry Logic" Word list Two pictures depicting the same room; in one of the pictures, the objects are rearranged and are in a different order Notebook, simple pencil Not required |
| 10 |
Development of fine motor skills Development of the imagination Development of sensorimotor Development of the ability to classify objects according to essential features and generalize Development of intentional memorization and recall, long-term memory Formation of the ability to act according to the rule, development of thought processes Development of attention, increase in the amount of attention Stress relief, exercise for the prevention of visual impairment |
"Gift to Mishka", "Draw the Figure" Drawing with both hands "Springs" "The Fourth Extra" "Remember and Show" (Tables by F.E. Rybakov) Drawing a graphic pattern from dictation Game "Merry logic", "The most attentive" |
Notebook, pencils Five cards, each of which depicts four objects, one is extra F.E. tables Rybakova (adj. Notebook, simple pencil Game "Merry Logic" Not required |
| 11 |
Development of fine motor skills Development of the ability to establish patterns in the image based on visual and mental analysis Development of sensorimotor Development of attention Development of the ability to generalize Formation of the ability to act according to the rule, development of thought processes Teaching purposeful control of facial muscles; learning the properties of non-verbal communication |
“According to the guide”, “Trace the drawing exactly along the lines, without lifting the pencil from the paper” "What is missing?" Drawing with both hands "Shaded circles" Game "Logic chains" The game "Name it in one word" Drawing a graphic pattern from dictation "Smile" |
Application Annex 13 Notebook, pencils Game "Logic chains" Word list Notebook, simple pencil Not required |
| 12 |
Development of fine motor skills Development of sensorimotor Developing the ability to establish a pattern Development of logical thinking and semantic memory Development of speech and thinking Formation of the ability to act according to the rule, development of thought processes Stress relief, exercise for the prevention of visual impairment |
"Orange", Drawing with both hands "Shaded squares" "What changed?" Game "Pick the third word" The game "Speak the other way" Drawing a graphic pattern from dictation |
Notebook, pencils Appendix 17 Word list Word list Notebook, simple pencil |
| 13 |
Development of fine motor skills Development of sensorimotor Development of visual - logical memory Development of attention and ingenuity Development of purposeful memorization and recall Development of visual associative memory Development of mindfulness and observation Formation of the ability to act according to the rule, development of thought processes |
"Grandmother", Drawing with both hands "Shaded Triangles" Game "Pictogram" "Mystery" Game "Logic chains" Game "Remember" "Find differences" Drawing a graphic pattern from dictation “From a smile it will become brighter for everyone ...” |
Notebook, pencils Schematic drawings - pictograms Game "Logic chains" Color cards and subject pictures Two pictures with similar images of the same subject Notebook, simple pencil Song recording |
| 14 |
Development of fine motor skills Development of sensorimotor Development of associative memory Teaching the ability to concentrate, volume, switching, stability of attention Formation of the ability to act according to the rule, development of thought processes Development of speech and thinking Stress relief, exercise for the prevention of visual impairment |
Drawing with both hands "House for Piggy" Exercise "Drawing Pictograms" Find the highlights and circle them Drawing a graphic pattern from dictation The game "Speak the other way" |
Appendix 19 Notebook, pencils Word list Appendix 4 Notebook, simple pencil Word list Not required |
| 15 |
Development of fine motor skills Development of sensorimotor Development of thought processes of generalization, distraction, highlighting essential features Development of attention, fine motor skills Teaching the ability to concentrate, volume, switching, stability of attention Development of speech, thinking, imagination Formation of the ability to act according to the rule, development of thought processes Stress relief, exercise for the prevention of visual impairment |
"Grandmother" Drawing with both hands "Herringbone" "Find the extra word" Game "Funny Cells" Find the following words in the square: ball, elephant, cloud, house. Exercise "Guess the riddle" Drawing a graphic pattern from dictation |
Notebook, pencils series of words Game "Funny Cells" Appendix 6 Riddles text, questions Notebook, simple pencil Not required |
| 16 |
Development of fine motor skills Development of sensorimotor Development of the ability to classify objects according to essential features and generalize Development of purposeful memorization and recall Development of concentration Formation of the ability to act according to the rule, development of thought processes Teaching Rhythmic Breathing Techniques to Relieve Tension |
“Gift for a bear”, Drawing with both hands “Snowman” "The Fourth Extra" "Who's out of place?" "What is the difference between the pictures" Drawing a graphic pattern from dictation "Breath" |
Notebook, pencils Five cards, each of which depicts four objects, one is extra Ten toys Two pictures with a similar plot Notebook, simple pencil Not required |
January
| class number | cognitive goals | Lesson content | Didactic material |
| 17 |
Development of fine motor skills Development of the imagination Development of speech and verbal thinking Development of sensorimotor Development of associative memory Development of concentration Formation of the ability to act according to the rule, development of thought processes Stress relief, exercise for the prevention of visual impairment |
"Wizard", "Finishing Figures" Game "Definitions" Drawing with both hands "Fungus" Game "Draw Pictograms" Unravel the beads Drawing a graphic pattern from dictation |
subject pictures Notebook, pencils Annex 15 Notebook, simple pencil Not required |
| 18 |
Development of fine motor skills Development of analytical thinking Learning how to write sentences using key words, speech development. Development of purposeful memorization and recall Development of concentration Development of thinking Formation of the ability to act according to the rule, development of thought processes Strengthening positive emotional experiences |
"According to the guide" Game "Merry Logic" "Collect the item" "Who's out of place?" What words are hidden in the frame? Read. Exercise "Finish the phrase" Drawing a graphic pattern from dictation "We meet and say goodbye with a smile" |
Game "Merry Logic" Ten toy animals Appendix 8 List of phrases Notebook, simple pencil Not required |
| 19 |
Development of fine motor skills Development of sensorimotor Development of figurative and analytical thinking Development of logical thinking and semantic memory Development of concentration of attention Development of acumen Formation of the ability to act according to the rule, development of thought processes Stress relief, exercise for the prevention of visual impairment |
"Salting cabbage" Drawing with both hands "Bird" Game "Merry Logic" "Most Attentive" Exercise "Words - signs" Count and write down how many times each letter and number occurs The game "Tale with the missing letters" Drawing a graphic pattern from dictation |
Notebook, pencils Game "Merry Logic" Word list Appendix 7 Fairy tale text Notebook, simple pencil Not required |
| 20 |
Development of fine motor skills Development of sensorimotor Development of perception, memory, thinking Development of speech and thinking Fantasy Development Development of short-term auditory memory Training the ability to concentrate, volume Relieve muscle and emotional tension |
"Orange" Drawing with both hands "Letter A" Educational game "Silhouettes and contours" Game "Continue the phrase" "Word Cascade" Arrange the icons according to the numbers "Flower" 1 |
Notebook, pencils Educational game "Silhouettes and contours" List of phrases Word list Appendix 9 Not required |
| 21 |
Development of fine motor skills Development of sensorimotor Development of attention Learning how to write sentences using key words, speech development. Development of visual memory Training the ability to concentrate, volume Formation of the ability to act according to the rule, development of thought processes Relaxation, stress relief, emotional discharge |
"Wash", Drawing with both hands "Letter B" "Encryption" "Memorize Pictures" Find all the objects that are hidden in the picture Drawing a graphic pattern from dictation "blots" |
Notebook, pencils "Encryption" 5 pictures Annex 10 Notebook, simple pencil Large sheet of paper, gouache |
| 22 |
Development of fine motor skills Development of sensorimotor Development figurative thinking, visual perception Development of visual-auditory and associative memory Development of the speed of thinking Teaching the transition from one emotional state to the opposite Formation of the ability to act according to the rule, development of thought processes Relaxation, stress relief, emotional release |
Developing game "Motor skills" Drawing with both hands "Letter B" Game "The World Around Us" Option 1 Fairy tale "Crow and Cancer" Word ending game "Invisible hat" Drawing a graphic pattern from dictation "blots" |
Developing game "Motor skills" Notebook, pencils Game "The World Around Us" Fairy tale "Crow and Cancer", pictograms Not required Notebook, simple pencil Large sheet of paper, gouache |
February
| class number | cognitive goals | Lesson content | Didactic material |
| 23 |
Development of fine motor skills Development of sensorimotor Development of analytical thinking Development of visual-auditory and associative memory Training the ability to concentrate Formation of the ability to act according to the rule, development of thought processes Stress relief, exercise for the prevention of visual impairment |
Color the picture according to the numbers Drawing with both hands "Letter G" Game "The World Around Us" Option 2 Exercise "Memorize a verse with pictograms" "Encryption" Drawing a graphic pattern from dictation |
Notebook, pencils Game "The World Around Us" The text of the poem, pictograms "Encryption" Notebook, simple pencil Not required |
| 24 |
Development of fine motor skills Development of sensorimotor Development of attention, perception Development of retelling skill Formation of the ability to act according to the rule, development of thought processes Development of speech and verbal thinking Relaxation, stress relief |
Separate peas and beans into separate containers Drawing with both hands "Letter D" Game "Logic tables" We listen and retell Drawing a graphic pattern from dictation Game "Definitions" "Listen to classical music" |
Peas, beans Notebook, pencils "Logic Tables" Notebook, simple pencil subject pictures |
| 25 |
Development of fine motor skills Development of sensorimotor Development of the imagination Development of thinking, speech Development of purposeful memorization Development of attention Stress relief, exercise for the prevention of visual impairment |
Separate buckwheat and rice into different containers Drawing with both hands "Letter E" Game "What is it?" Game "Twenty Questions" "Poem" Game "Remember and repeat the drawing" |
Buckwheat, rice Notebook, pencils Pairs of words Not required The text of the poem Picture cards Not required |
| 26 |
Development of fine motor skills Development of sensorimotor Development of the ability to classify Compiling a sentence based on key words Development of short-term auditory memory Development of visual-associative memory Relaxation, stress relief; |
Lay out a pattern of matches according to the sample Drawing with both hands "Letter I" "The Fourth Extra" "Offers" "Word Cascade" Exercise "Pictograms" "Listen to classical music" |
Matches, pattern Notebook, pencils Cards Key words Word list Text of the story, notebook |
| 27 |
Development of fine motor skills Development of sensorimotor Development of the ability to analyze Development of thinking, speech Development of visual memory Formation of the ability to act according to the rule, development of thought processes Relaxation, stress relief; |
Lay out a pattern of matches according to the sample Drawing with both hands "Letter K" Game "Logic tables" Game "Antonyms" "Memorize Pictures" Drawing a graphic pattern from dictation "Pose of rest" |
Matches, pattern Notebook, pencils Game "Logic tables" Word list Images Notebook, simple pencil |
| 28 |
Development of fine motor skills Development of sensorimotor Development of thinking, speech Formation of the ability to act according to the rule, development of thought processes Development of visual memory Development of auditory attention stress relief |
"Wizard" Drawing with both hands "Letter M" Game "Define concepts" Drawing a graphic pattern from dictation "Remember, then answer the questions" "Listen to classical music" |
Notebook, pencils Word list Notebook, simple pencil Picture, questions |
| 29 |
Development of fine motor skills Development of sensorimotor Development of the ability to highlight the properties of objects; development of logical thinking Fantasy Development Development of long-term memory Development of attention Stress relief, exercise for the prevention of visual impairment |
"Wash" Drawing with both hands "Letter H" "Sinking - not sinking" problem picture Learning a poem Game "Fruits, toys" |
Notebook, pencils Basin with water; an empty vial and a vial filled with sand; tennis and metal balls; wooden block and stone; paper sheet and glass The text of the poem Word list Not required |
| 30 |
Development of fine motor skills Development of sensorimotor Development of the ability to compare the picture and the verbal description of the situation Compiling a sentence based on key words Memory Development Development of attention Relieve muscle and emotional tension |
"Grandmother" Drawing with both hands "Letter P" Game "Situations" "Offers" Exercise "Remember Phrases" Game "Attention" Breathing exercise "Singer" |
Notebook, pencils Game "Situations" Key words List of phrases Shape cards, notebook Not required |
March
| class number | cognitive goals | Lesson content | Didactic material |
| 31 |
Development of fine motor skills Development of the ability to highlight the properties of objects; development of logical thinking Development of active attention Learning to listen and retell Development of visual memory Relieve muscle and emotional tension |
"Wash" "Sinking - not sinking" "Trees, birds, vegetables, fruits" "Remember and answer the questions" "Flower" 1 |
Basin with water; an empty vial and a vial filled with sand; tennis and metal balls; wooden block and stone; paper sheet and glass Picture |
| 32 |
Development of fine motor skills Development of speech and stock of knowledge about the world Development of visual memory Development of active attention Formation of the ability to act according to the rule, development of thought processes Development of mediated memory Relieve muscle and emotional tension |
"Orange" Game "Name the professions" (zan 29) "Remember and answer the questions" "Edible - inedible" Drawing a graphic pattern from dictation (Zan 29) Exercise "Memorize a poem with the help of drawings" (Zan 29) |
A list of questions Picture Notebook, simple pencil The text of the poem, drawings Not required |
| 33 |
Development of fine motor skills Development of thinking Development of mediated memory Development of auditory attention Speech development Formation of the ability to act according to the rule, development of thought processes Relieve muscle and emotional tension |
Disassemble the peas and beans "Find the extra word" Exercise "Memorize a poem with the help of drawings" (Zan 30) Game "Broken Phone" The game "Say the words the other way around" (Zan 30) Drawing a graphic pattern from dictation (Zan 30) "Listen to classical music" |
Peas, beans Word list The text of the poem, drawings Not required Offer list Notebook, simple pencil |
| 34 |
Development of fine motor skills Development of attention Development of fantasy, speech Development of auditory memory Development of active attention Relaxation, stress relief; |
Lay out a pattern of counting sticks Find differences "Story Picture" Poetry reading and questions "What's under the hat" "Pose of rest" |
counting sticks Images Picture The text of the poem Small items 6-7 pcs. |
| 35 |
Development of fine motor skills Development of the ability to highlight similarities and differences on essential grounds Development of retelling skills Developing the ability to sequence events Development of thinking, speech Development of auditory attention Relieve muscle and emotional tension |
Disassemble buckwheat and rice Compare items to each other "Story" Game "Stories in pictures" |
Buckwheat, rice Not required Two pictures Not required |
| 36 |
Development of fine motor skills Development of figurative and analytical thinking Developing the ability to compose a story on questions Development of short-term memory capacity Development of tactile attention Relieve muscle and emotional tension |
"Grandmother" Game "Merry Logic" "Story" "Wonderful bag" |
Not required Game "Merry Logic" Word list Cotton wool, glass ball, cube, rubber toy, metal part, etc. Not required |
| 37 |
Development of fine motor skills Developing the ability to sequence events Development of visual memory Development of auditory attention Development of speech and verbal thinking Relieve muscle and emotional tension |
draw a pattern "What's First, What's Later" "Memorize Pictures" "Broken phone" Game "Definitions" |
The game "What's first, what's next" Images Not required subject pictures Not required |
| 38 |
Development of fine motor skills Development of logical thinking Development of thinking Development of purposeful memorization and recall Development of concentration and attention span Consolidation of a positive emotional effect |
Draw gradually decreasing figures inside the large figures, and gradually increasing around the small ones. Game "Merry Logic" "Puzzles" "Who's out of place" Stringing beads according to the pattern "Good Animal" |
Game "Merry Logic" 10 toys Not required |
The Back to School program provides for the following form of organization:
Frontal (subgroup) lesson - 1 time per week.
The structure of classes for the psychological preparation of children for school consists of the following stages:
Part 1 - the development of fine motor skills;
Part 2 - the development of thinking;
Part 3 - the development of speech;
4 part - the development of memory;
5 part - development of attention;
part 6 - development of coordination of movements and graphic skills, sensorimotor skills, activation of brain stem structures and interhemispheric interaction.
Part 7 - development of skills to act according to the rule and independently on the instructions of an adult
Part 8 - prevention of visual impairment and prevention of visual fatigue
Part 9 - removal of emotional stress, relaxation.
At first, games and exercises for the development of fine motor skills are given: finger games, prescribing patterns. Then there are games and exercises for the development of cognitive processes.
In the final part of each game lesson, a farewell ceremony is held - reflection. Joint discussion and experience of both positive and negative emotions unites children, gives them a desire to support each other.
"Fine Motor Development"
The development of coordinated movements of the small muscles that make up the hand is necessary for the child to write correctly, beautifully and easily. The development of fine motor skills stimulates the development of intellectual abilities in general.
Tasks:
Prepare the hand for mastering continuous writing (develop fine motor skills of the fingers and hand muscles);
To teach children to navigate in spatial categories: right-left, up-down;
Practice writing typeface.
"Development of thinking"
The thinking of a child at the age of 6-7 is "captured" by his everyday experience: he cannot establish connections and relationships of objects in a logical way. The ability to think means: highlighting the essential features of the subject; synthesis of various features into a whole idea of the subject; comparing objects and identifying differences in them, etc.
Tasks:
To promote the development of visual-figurative thinking;
Develop intelligence, curiosity;
Develop mental operations;
Develop logical thinking;
Learn to recognize the essentials.
"Speech development"
Speech is not only a means of communication, but also an instrument of thinking, creativity, a carrier of memory, information, a means of self-knowledge, etc.
Any language, despite its individual differences, has the following components: phonetics, vocabulary, grammar. When we talk about the development of the speech of a preschooler, whose language system is not yet complete, we mean by this the improvement of all these components of the language system.
Tasks:
Expand and activate vocabulary;
To replenish the stock of knowledge and information;
Develop imagination, fantasy;
Encourage children to ask questions about topics that interest them.
"Memory Development"
The psychologist must teach the child various forms of using memory. All types of memory are closely interconnected and are not isolated from each other. It has been experimentally proven that a person can remember any amount of material, but extract it from memory only with external stimulation of certain areas of the brain. For children, it is more natural to memorize the material included in the game activity.
Tasks:
Develop involuntary and arbitrary memory;
Develop visual and auditory memory.
"Attention Development"
The level of development of attention largely determines the success of a child's education in school. A child can keep his attention on something for a long time until interest fades. Attention and interest are inseparable. Therefore, games and exercises to develop attention should certainly be interesting for the child. But in the future, while studying at school, he will have to perform a number of tasks that involve holding attention with an effort of will. Therefore, for future first-graders it is very important to develop voluntary attention, which develops gradually, as its individual properties (volume, concentration, distribution, switching, stability) develop.
Tasks:
Develop sensory attention:
Develop auditory attention;
Develop motor-motor attention.
"Promoting the formation of educational motivation"
An essential moment of motivational readiness for school
learning - arbitrariness of behavior and activity, i.e. the emergence in the child of needs and motives of such a structure in which he becomes able to subordinate his immediate impulsive desires to consciously set goals.
Tasks:
To develop cognitive motives for learning (to arouse the child's cognitive interest; to expand the horizons of children)
Contribute to the formation of an achievement motive of the “striving for success” type (respectfully and attentively to the needs and achievements of the child; emotionally encourage the child’s successes and attempts to master something new)
Contribute to the formation of social motives for learning (to contribute to the formation of a positive image of the school and a positive image of the student in children; to create in children the attitude that while they are small, they do not go to school, and only those children who are getting older and want to study seriously are accepted to school, like adults).
7. "Graphic Dictation"
They are aimed at developing the ability to act according to the rule and independently on the instructions of an adult, as well as the development of spatial orientation and fine motor skills of the hand.
8. « Symmetrical drawings»
Aimed at the development of coordination of movements and graphic skills, activation of brain stem structures and interhemispheric interaction.
9. "Prevention of visual impairment and prevention of visual fatigue"
Exercises contribute to the removal of the peripheral vision reflex, the rhythm of the right hemisphere, the activation of the brain and interhemispheric interaction.
10. "Removal of emotional stress"
The program is designed for 1 year of study (2 lessons per week) and consists of the following stages.
STAGES OF WORK:
Diagnostic
Developing (correctional-developing classes)
Control (diagnostic)
When compiling the "Soon to School" program, the principle of completeness of methods of psychological influence is taken into account, which affirms not only the need to use the whole variety of methods, techniques and techniques from the arsenal practical psychology but also active involvement of the nearest social environment in participation in this program. After all, the environment of the child - parents, educators, subject-developing environment - plays a decisive role in his mental development.
Working with teachers
Individual consultations on the organization of a subject-developing environment
Decor didactic games and benefits to prepare the child for school
Working with parents
Individual counseling of parents on the development of attention and other mental processes
Making visual information for parents in the form of screens.
CRITERIA FOR EVALUATION
At the diagnostic and control stage, express diagnostics in kindergarten by the authors N. N. Pavlova and L. G. Rudenko are used:
Subtest "Ladder" ( The study of the child's self-esteem).
Subtest "Cut out a circle" ( Identification of the level of development of fine motor skills of the fingers).
Subtest "House" ( Identification of the child's ability to focus on the sample, accurately copy it; identification of the level of development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hands).
Subtest "10 words" ( Assessment of the level of development of auditory short-term memory).
Subtest "Finish the sentence"( Evaluation of the ability to isolate cause-and-effect relationships in a sentence).
Subtest "4th extra" ( Determining the level of development of logical thinking, the level of generalization and analysis).
Subtest "Sequential pictures" ( Identification of the level of development of logical thinking, the ability to establish cause-and-effect relationships in a visual situation, make generalizations, compose a story based on a series of sequential pictures).
Subtest "Find the missing one" ( Diagnosis of the formation of the ability to identify patterns and justify your choice).
Subtest "Drawing of a man" ( Identification of the formation of figurative and spatial representations in a child, the level of development of his fine motor skills; compiling a general idea of the child's intellect as a whole, of his personal characteristics).
Subtest "Cut pictures" ( Revealing the formation of visual-figurative representations, the ability to recreate the whole based on the visual correlation of parts).
Subtest "What does it look like?" ( Identification of the level of development of the child's imagination, originality and flexibility of thinking).
Subtest "Forbidden words" ( Identification of the level of arbitrariness, determination of the formation of the "internal position of the student").
Subtest " Graphic dictation» ( Evaluation of the child's ability to accurately perform the tasks of an adult offered to him orally, and the ability to independently complete the required task according to a visually perceived model).
The readiness of the child for schooling by the end of the year assumes that he has the following qualities:
Organization, accuracy;
Volitional qualities;
Attention, ability to long-term concentration (15-20 min.);
Ingenuity, curiosity;
Developed speech and good imagination;
Good memory;
Motor agility;
Friendliness, ability to communicate with children and adults;
Basic numeracy and reading skills.
Expected results.
The developing and corrective effect of this course of classes is manifested primarily in the interest of children in different types exercises, which eventually develops into a cognitive motive for children's activities. Children become more active and confident in their abilities and abilities in other activities. By the end school year improve graphic skills and hand-eye coordination children, arbitrariness is formed, processes of memory and attention are improved. Children acquire a certain outlook, a stock of specific skills, master some methods of examination external properties and items. In the process of acquiring knowledge, the intellectual activity necessary for the future first grader is formed, the joy of learning is born.
BIBLIOGRAPHY
500 riddles for children. – M.; 2003.
Abramova G.S. Psychologist in elementary school. Volgograd, 1998.
Agapova I.A., Davydova M.A. Comprehensive preparation of children for school. Book for children and adults. – M.; 2003.
Aizman M.I. etc. Preparing a child for school. Tomsk, 1994.
Wenger L.A., Wenger A.L. is your child ready for school? M.; 1994.
Gatina O.I. Social and personal readiness of older preschoolers for school. / Educator of the preschool educational institution. 2009. - No. 12. pp.48-53.
Gutkina N.I. New program development of children of senior preschool age and their preparation for school. /Psychologist in kindergarten. 2007. - No. 4 S. 47-65.
Kosina E. Gymnastics for fingers. We develop motor skills - M .; 2004.
Kletsova T.L. Program for the development of attention for children of senior preschool age - Tyumen, 2005.
Mukhina V.S. Age-related psychology. – M.; 2000.
Sevostyanova E.O. Want to know everything! The development of the intellect of children 5-7 years old: Individual sessions, games, exercises. – M.; 2005.
Fokina E. D. et al. Planning classes for the development of cognitive abilities and speech of children in educational institution. - St. Petersburg; 1995.
Ostankov. Yu. V. The system of correctional and developmental classes to prepare children for school - Volgograd: Uchitel, 2008. - 130 p.
Going to school is a significant event in a child's life. And in order to make it easier for him to get used to new circumstances, each parent must take a very responsible approach to the psychological preparation of his baby.
And here a lot of ambiguities immediately arise: what time to start? what techniques and exercises to use and is it possible to do without the help of a psychologist? What are the difficulties of psychological preparation for school? We have tried to answer these and some other questions for you.
We can start right away with video advice from an expert:
Psychological readiness for learning is determined by several criteria:
- the presence of such formed psychological processes as attention, imagination, memory, perception and speech; - the development of logical thinking and phonetic hearing; - the child's personal perception of himself in school conditions, awareness of his new social position; - the desire for knowledge, the ability to listen and obey the teacher.
From the first point, the conclusion suggests itself that it is possible to start psychological preparation for school already with a three-year-old baby, conducting various classes on the development of memory, attention and speech. However, this period depends on individual characteristics children.
Difficulties of psychological preparation for school.
In the process of preparing your child for school, a number of difficulties may arise.
- restlessness. Often there is simply not enough patience to complete the tasks assigned to him. But if a parent offers his child help and completes a task with him, then the kid will eventually form the habit of bringing things to the end.
- Not being able to follow the pattern respecting the rules and discipline. To avoid this problem, it is necessary to accustom children to the rules from an early age. This is very easy to achieve with the help of games in which certain restrictions and norms of behavior are set. It is also important to evaluate all the actions that the child performs, both in the game and in everyday life. Praise and justified censure in early age form in children a respectful attitude to the assessment of their knowledge and behavior.
- Inability to generalize and classify the surrounding objects and nature. In this case, games with pictures from the category “extra item”, lotto, etc. are good. Involving the child in helping with some household chores (cooking, washing dishes, repairing a bicycle, cleaning the house, etc.) also helps him learn the world and its connections.
- Reluctance to learn. To overcome the child's reluctance to education, it is necessary to turn the entire learning process into entertaining game rather than a "heavy obligation". By beating every action of the child, the parent will be able to instill in the child curiosity and a thirst for knowledge, which will greatly facilitate his life during his school years.
Exercises and techniques.
There are a number of pedagogical programs to prepare a child for school both intellectually and psychologically. Among them, the methods of N. A. Zaitsev, V. M. Miniyarov, Glen Doman, N. S. Zhukova and others are widely known.
We offer you several exercises aimed at developing readiness for school.
Exercise "What has changed?"
- For the development of memory and attention
Lay out several toys in front of the child in one row (start with five). Let him remember what lies in front of him, and in what order. Then ask the child to turn away. Swap toys. Now let the kid put everything back in place.
Exercise "Make up a story"
- Develops logical thinking and imagination
Put pictures in front of the child in a logical sequence (preferably with images related to study). Now tell him the story on the given cards. Make sure the story is motivating to learn. Next time, lay out other cards in front of the child and give the task to come up with a story on them.
Exercise "Cross out the extra number"
- Develops attention, memory and logical thinking
Offer a piece of paper where groups of numbers are written, for example "1873 56234 516784 876867". Set the task: cross out all the numbers "1". Next time, have the child cross out two numbers already, and so on.
Exercise "Enchanted words"
- Helps develop phonetic awareness
Tell a fairy tale that words are held captive in the castle of an evil sorceress. To free them, it is necessary to disenchant these words. To do this, the child must name each of them by sounds. The crumbs will have only three attempts to save one word. Next, tell what sounds are with an example a simple word e.g. "mom". At the same time, make sure that you do not call correct pronunciation letters, but their phonetic sound, that is, not "em", but "m".
Exercise "Collect a portfolio"
- Motivating exercise
It is better to start somewhere 3-4 months before your child goes to school. Tell him that he will be given homework there and now he needs to practice a little. Daily give the baby small tasks, sum up at the end of each week. If the kid did everything right, then the next day buy him a pen, but only the one that the child himself wants. Next time - pencils, then - a diary, etc. Explain that when the kid collects a portfolio for school, then he can become a real STUDENT!
Is it possible to prepare a child for school without the help of a psychologist?
In order for a child to have a socio-psychological and personal readiness for school, an adequate “internal position of a schoolchild” must be formed in him. Systematic, properly structured parenting classes will be able to create the right model for the behavior of the baby and prepare him for school. However, if you encounter difficulties in organizing the activities of the child that you cannot cope with on your own, be sure to seek help from or to a qualified psychologist.
The specialist will help you gently correct the child's behavior and direct his energy in the right direction. If you are initially not confident in your abilities, then it is better to immediately provide this to a psychologist who will help your beloved baby with dignity and joy to accept the new status of “student”.
The game training program “I play, imagine, remember” was developed for children of senior preschool age (5-6 years of age) and aims to form the foundations of eidetic skills, as well as develop figurative memory and creative thinking preschoolers.
The program will be useful practical psychologists and preschool teachers, primary school teachers and parents who are interested in the education and development of children.
Preschool childhood is a period of accumulation of basic knowledge, the formation of skills and abilities. The child has new opportunities for analyzing and synthesizing everything that happens to him and around him; in the cortex hemispheres new connections appear in the brain; impressions and ideas about the world are accumulated and systematized.
A decisive influence on the effectiveness of work on the development of the cognitive sphere of a preschooler is the coordination of activities and teachers, their active joint search for adequate solutions in the interests of the child.
Parents and educators strive to put as much information as possible into children's heads, because it is necessary to keep up with the development of the modern information world. Childhood is a fertile time, however, if children's memory is overloaded big amount educational information, and even apply the “multiple repetition” method, then the result can be unpredictable. For example, a child may lose interest in learning or be constantly overworked and therefore inattentive, feeling exhausted.
In order to avoid such a situation in teaching a child, it is necessary to rely on psychological features perceptions of his age. The leading activity of the preschooler is the game. In the game, the child learns, develops and forms as a person. The game system improves perception and reproduces information, based on the inherent ability of each person to imagine and fantasize. These requirements are met by training with the help of eidetics.
eidetic(from the Greek "eidos" - an image) is a direction of psychological science that studies the varieties of figurative memory and the possibilities of its practical application V various fields life.
Its main rule is:
Imagination + positive emotions= the secret of successful learning.
Learning with the help of eidetics, based on play and fantasy, allows the child to quickly and permanently remember the necessary information, allows you to switch from one type of activity to another.
eidetic methods various: memorization of words, poems, names, numbers, texts, etc. The peculiarity of these methods are: more brightness, emotionality, less logic, visualization. Thanks to these methods, children develop visual, auditory, tactile, olfactory, photographic memory, voluntary attention, verbal and non-verbal thinking, reproduction, creative imagination and speech.
The game training program “I play, imagine, remember” is a cycle of special developmental activities in the form game exercises, tasks, graphic exercises for the development of fine motor skills of the hand.
The purpose of the program: to form the foundations of eidetic skills using the methods of mnemonics (based on verbal-logical thinking) and eidotechnics (based on concrete-figurative thinking), to develop figurative memory and creative thinking, to create a situation of success for each child.
The program complies with modern concepts of the psychology of memory, as well as intensive learning methods.
The main principles of the program:
Accounting for individual psychological characteristics of children of senior preschool age;
Meeting the needs and interests of children;
Creation of conditions for the maximum disclosure of the personality of the child, his potential.
The program of the training course for children of senior preschool age is aimed to solve the following tasks:
Contribute to the overall development of children;
Develop sensation, perception, thinking, imagination, memory, intuition;
Improve fine motor skills in children;
To form the knowledge, skills and abilities that the child will need in future education;
Cultivate faith in one's own strengths and the potential to increase self-esteem.
Work form: game lessons with training elements.
Methods of work: exercises, games, sketches, conversations.
eidetic technologies:
Animation (well develops imagination and imaginative thinking);
Entry (go inside an imaginary picture)
figurative clutch (used to memorize numbers);
Recall (training the accuracy and speed of playback)
Photographic memory (seeing a picture in your mind)
Dynamic compliance (distribution of attention simultaneously during the execution of 2-3 actions);
Cicero's method (combining imaginary action with elements of fantasy).
Classes will help children of older preschool age, prepare for school in a playful way, improve auditory, visual and figurative memory, attention, develop the arbitrariness of mental processes, figurative, logical, creative thinking, fine motor skills of hands, increase the level of self-regulation, form motivational readiness for school learning.
Classes are conducted by a psychologist once a week.
The system of classes is designed to work with children 5-6 years old.
It is implemented through game lessons with elements of training exercises.
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Duration of the training course: 16 lessons of 30 minutes. 1 time per week. The optimal number of children is 8-10 people.
Class structure
The introductory part of each session sets the group up for joint work, establishes emotional contact between all participants.
The working part is the main semantic load of the entire lesson. It consists of gaming, training exercises, conversations, games, psycho-gymnastics.
The final part of each lesson consolidates positive emotions, provides for reflection, group unity.
Expected results:
Child Mastery modern methods and techniques for effective memorization;
To form the ability to think outside the box, to think creatively;
Meaningful use of one's imagination to reproduce any information;
Be aware of your feelings and emotions, be able to express them;
To form a positive attitude towards learning: “Learning is interesting and fun!”
1. The beginning of classes should be unusual.
2. The lesson should be dominated by the “spirit of discovery” (do not tell the children anything in finished form).
3. Hold a pause, contributing to the inclusion of thought processes in children.
4. Do not disregard any of the children's answers.
5. Maintain a sense of accomplishment.
6. Accept yourself and each of the participants as they really are.
7. In games, exercises, everyone should take part, but do not impose or demand anything, take into account the mood of the participants.
8. Do not use evaluative statements.
9. Be friendly and open.
Lesson program
Entering school is the beginning of a new stage in a child's life, his entry into the world of knowledge, new rights and obligations, complex and diverse relationships with adults and peers.
Every year, on the first of September, along with thousands of first-graders, their parents mentally sit down at their desks. Adults are holding a kind of exam - right now, beyond the school threshold, the fruits of their educational efforts will manifest themselves.
One can understand the pride of adults whose children confidently walk along the school corridors and achieve their first successes. And parents experience completely different feelings if the child begins to lag behind in school, fails to cope with new requirements, losing interest in school. Analyzing the years of preschool childhood, one can find the reasons for his readiness or unpreparedness for schooling.
The most important task facing parents is the comprehensive development of the child's personality and preparation for school. However, a significant number of children, despite the “passport” age and the “school” skills and abilities they have, experience great difficulties in learning. The main reason for their failure is that they are still “psychologically” small, that is, they are not ready for the school type of education. The very logic of life suggests that it is necessary to develop criteria and indicators psychological readiness children to school, and not focus only on the physical or passport age of children.
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Psychological preparation of the child for school
What does "child ready for school" mean?
Psychological readiness for schooling is one of the most important outcomes of a child's development in the first seven years of his life.
Going to school is truly a turning point in a child's life. Judge for yourself - the whole way of his life changes dramatically, the conditions in which he acts; he acquires a new position in society; he develops completely different relationships with adults and peers.
Let's think about it: what is the distinguishing feature of the student's position? Apparently, first of all, in the fact that the main thing in his life - study - is an obligatory, socially significant activity. The teaching itself - both in content and organization - differs sharply from the forms of activity familiar to a preschool child. The assimilation of knowledge becomes the main goal. It appears now in its pure form, it is not masked, as before, by the game.
The knowledge that children receive at school is already worn systematized, consistent character . The main form of organizing the educational work of schoolchildren is a lesson, the time for it is calculated up to a minute. At the lesson, all children need to follow the instructions of the teacher, follow them clearly, not be distracted and not engage in extraneous matters.
All these features of the conditions of life and activity of a schoolchild make high demands on various aspects of his personality, his mental qualities, knowledge and skills.
The readiness of the child for school is determined by the totality of his general, intellectual and psychological preparation.
The main lines of psychological preparation of the child for school include:
Firstly, This general development. By the time the child becomes a schoolboy, his general development should reach certain level. It is primarily about the development of memory, attention and especially intelligence. And here we are interested in both the stock of knowledge and ideas that he has, and the ability to act on the inner plane, or, in other words, to perform certain actions in the mind.
Knowledge. Skills. Skills.
The readiness of the child for school in the field of mental development includes several interconnected sides. A child entering the first grade needs a certain amount of knowledge about the world around him - about objects and their properties, about phenomena of animate and inanimate nature, about people, their work and other phenomena of social life, about "what is good and what is bad ", that is, about the moral norms of behavior. But what is important is not so much the volume of this knowledge as their quality: how correct and clear they are, what is the degree of generalization of the ideas formed in preschool childhood.
The figurative thinking of an older preschooler provides quite rich opportunities for mastering generalized knowledge, and with well-organized learning, children master representations, displaying the essential patterns of phenomena related to different areas reality.
Such representations are the most important acquisition that will help the child at school to move on to the assimilation of scientific knowledge. It is quite enough if, as a result of preschool education, the child gets acquainted with those areas and aspects of phenomena that serve as the subject of study of various sciences, begins to single them out, begins to distinguish living from non-living, plants from animals, created by nature from created by human hands, harmful from useful. Systematic familiarization with each area, the assimilation of systems of scientific concepts is a matter of the future.
Special place in psychological The readiness of children for school takes the mastery of some special knowledge and skills, traditionally related to the actual school - literacy, counting, solving arithmetic problems.
Willingness to learn: memory, attention, thinking, speech...
Of decisive importance in readiness to assimilate the school curriculum is how developed the child's cognitive activity, interest in it.
Such persistent cognitive interests develop gradually, over a long period of time; they cannot arise immediately, as soon as the child enters school, if earlier their education was not given sufficient attention. Studies show that the greatest difficulties in primary school are experienced not by those children who, by the end of preschool age, have an insufficient amount of knowledge and skills, but by those who show intellectual passivity , who lack the desire and habit to think and solve problems that are not directly related to any game or life situation that interests the child . So , one first - grader could not answer the question , how much it would be if one more was added to one . He answered that "five", then "three", then "ten". But when a purely practical task was set before him: "How much money will you have if dad gave you one ruble and mom gave you one ruble?", the boy, almost without hesitation, answered: "Of course, two!"
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Secondly, this is the education of the ability to voluntarily control oneself. A child of preschool age has a vivid perception, easily switched attention and a good memory, but he still does not know how to control them arbitrarily. He can remember for a long time and in detail some event or conversation of adults, perhaps not intended for his ears, if something attracted his attention. But focus a little long time on what does not arouse his immediate interest, it is difficult for him. Meanwhile, this skill is absolutely necessary to develop by the time you enter school. As well as the ability of a broader plan - to do not only what you want, but also what you need, although, perhaps, you don’t really want to or even don’t want to at all. Therefore, a necessary element in preparing a child for school should be the development of the skill of controlling his behavior: the child must be taught to do what is required, and not what he wants. Without such a skill, all further efforts will go to waste.
And it has to start in early childhood. It is necessary that the child firmly learns what can and cannot be done at home. It is necessary that he learns to immediately follow the instructions of his elders. He must not be allowed to achieve something he wants by screaming and hysteria.
For the future student, to a certain extent, perseverance, the ability to regulate one's behavior, the ability to perform a not very attractive task for a sufficiently long time, the ability to complete the work begun to the end without leaving it halfway are important. You can train attention, concentration and perseverance in everyday affairs. Board games, constructor and Lego games, modeling, appliqué, etc., that is, those games that last quite a long time, are good for educating perseverance.
It is also important to educate the child's curiosity, voluntary attention, the need for an independent search for answers to emerging questions. After all, a preschooler who has insufficiently formed interest in knowledge will behave passively in the classroom, it will be difficult for him to direct his efforts and will to complete tasks.
Third,this is what is perhaps the most difficult thing: the development of motives that encourage learning. This does not mean the natural interest that preschool children show in school. It is about cultivating a real and deep motivation that can become an incentive for their desire to acquire knowledge, despite the fact that study contains by no means only attractive moments and that difficulties in learning - large or small - are inevitably encountered by everyone.
The ability to learn.
What does the concept of "ability to learn" include?
This is, first of all, to perform serious activities, to study. This desire appears by the end of preschool age in the vast majority of children. Surveys of children, repeatedly conducted in preparatory groups kindergartens showed that all children, with rare exceptions, tend to go to school and do not want to stay in kindergarten. Children justify this desire in different ways. Most refer to studying as the attractive side of the school. Here are some typical responses of children to the question why they want to go to school and not stay in kindergarten: "At school you will learn to read, you will know a lot"; “I was already in kindergarten, but I wasn’t at school. They give difficult tasks there, but I study. Dad also gives me difficult tasks, I do them all ... no, I don’t solve everything”; "You study at school, but you only play in kindergarten, you study little. My sister wants everything in kindergarten, she is in the fourth grade, and I go to school.
Of course, not only the opportunity to learn attracts children. For preschoolers, external attributes have a great attraction school life: calls, changes, marks, what you can sit at your desk, carry a briefcase. This is manifested in the statements of many children: "I like school, they give marks there"; "The teacher is at school, and the teacher is here." Of course, interest in such external moments is less important than the desire to learn, but it also has a positive meaning - it expresses the child's desire to change his place in society, his position among other people.
An important aspect of psychological readiness for school is a sufficient level of volitional development of the child. This level is different for different children. In seven-year-old children, we can already observe the subordination of motives (that is, the ability to consider more important not what “wants”, but what “needs”). This gives the child the opportunity to control his behavior: having come to the first grade, he is able to join in general activities, adopt a system of requirements set by the school and the teacher.
Psychological readiness for school also includes the qualities of the child's personality, helping him to enter the class team, find his place in it, and join in common activities. These are the rules of behavior learned by the child in relation to other people, the ability to establish and maintain relationships with peers and adults. Information about your child's motivation can also be obtained by observing role-playing game"School". School-ready children prefer to play the role of students, they write, read, solve problems and answer at the blackboard, get grades. Unprepared children and those younger in age choose the role of the teacher, and also concentrate on the moments of change, the situation of coming and going from school, and the teacher's greeting.
Personal readiness for school also plays an important role. This includes the child's need to communicate with peers and the ability to communicate, as well as the ability to play the role of a student, as well as the adequacy of the child's self-esteem. To get an idea of your child's self-esteem, you can offer him the "Ladder" technique. Draw a staircase with 11 steps. Then say that all people in the world are located on this ladder: from the best to the worst. Above, on the topmost step - the most good man, and below, on the lowest step - the most bad person, in the middle - average people. Invite the child to determine where his place is, on which step. At junior schoolchildren the norm can be considered a 6-7 step, for preschoolers - it can be higher, up to 11, but not lower than 4 - this is already a signal of trouble. In addition to all of the above, the child must undoubtedly have the skills of social life, feel confident when away from home. You need to be able to dress and undress yourself, change shoes, tie shoelaces, deal with buttons and zippers on clothes, be able to use a public toilet.
