Education, Secondary education and schools
Continuity of kindergarten and school. Continuity in the work of kindergarten and primary school
The problem of adapting first-graders to the new learning conditions is especially topical. Her study is paid enough attention to children's psychologists, teachers, doctors and scientists. Having studied the issue comprehensively, the specialists came to the conclusion that one of the factors that influence the success of the first-grader's adaptation in the society is continuity in the work of the kindergarten and the school.
Creating a holistic learning environment
Mechanisms for establishing a system of continuity between educational institutions
Before proceeding to solve the problem that ensures the continuity of the kindergarten and the school, administrations of both educational institutions should conclude a cooperation agreement on the basis of which the process itself will be implemented. Given the difference in the specifics of the functioning of educational institutions, it is worth developing a joint project to create favorable conditions for the transition from one training system to another. The first large-scale joint event, ensuring continuity of the kindergarten with the school, should be the monitoring of the adaptation of children to the different conditions of the educational environment. Monitoring research begins during the period of the child's stay in preschool and continues in the school community. A complex of joint activities by specialists of both institutions is planned taking into account the primary data of monitoring research.
The main directions of creating a unified educational society
The main tasks of cooperation
The first and main task facing the teaching teams is the creation of favorable conditions for the passage of the process of transferring a child from a kindergarten to a school educational institution. Lately, a lot of disagreements have arisen over the structural components of the child's intellectual readiness for the learning process, so a joint effort to improve the preparation for schooling of six-year-old children is also a very urgent task. At the same time, special emphasis is placed on the formation of children's interest in school life. Assistance to parents in understanding their role in accompanying the child at the stage of transition from one institution to another is the leading task for both school employees and teachers of the kindergarten.
The essence of methodological work in ensuring continuity
Since methodical work is planned and conducted directly with pedagogical workers, it is carried out through carrying out analytical and practical activities, joint pedagogical readings, thematic pedagogical lounges. The subjects of the conference are planned in advance, the orientations will be: "Continuity of the kindergarten and the school: difficulties and prospects", "The main problems of first-graders in the first weeks of training." It is advisable to plan and conduct the mutual visits of the teachers to classes and matinees. This will enable teachers to pay attention to the existing difficulties for toddlers and to plan future educational activities in view of the problems already identified.
Cooperation of educational institutions with family
A primary school teacher with a first-grader is at a certain distance, an incomprehensible child, used to the fact that the teacher is a close person and the first assistant. Correct and timely reconstruct the child's perception of the teacher is a joint task of family members and staff of educational institutions. This direction is realized due to the holding of joint parental meetings, meetings of parents with future teachers, the work of clubs for parents. Provided that all planned events are professionally held, the continuity of the kindergarten and the family maximizes the formation of an adequate system of children's perception of the school and school teachers.
Accompanying the pupils at the transition stage
Adaptation classes for seven-year-olds at school
To familiarize the children with the specifics of school life and conduct introductory training sessions, school teachers conduct introductory lessons for future first-graders for some time before entering school. Visiting the kids such activities, as experience shows, has a beneficial effect on the formation of adaptive processes of the child's psyche. Children who attended the adaptive classes in the system, are more likely to perceive the change of gaming activity to the teaching one, they adapt more quickly to the new collective. At the same time, they are also coping well with the new social role of the student, they positively perceive the new teacher. Continuity of kindergarten and school in this case is realized due to joint attendance of school classes by pupils in conjunction with the tutor.
School of the future first-grader
Prevention of psychosomatic disorders
The favorable state of adaptation of the child to school life is first of all indicated by the state of his physical health. Medical specialists state the growth of health disorders and the occurrence of diseases precisely in the first period after the child's entry into the first class. This gives grounds to assume the psychosomatic basis of such disorders, especially in those cases when the child had no symptoms of the disease before. In those educational institutions where pedagogical collectives comprehensively organized the continuity of the kindergarten and the school, psychologists state the minimal number of psychosomatic disorders of health in first-graders. Therefore, the organization of kindergarten and school cooperation to ensure continuity in the work of educational institutions helps not only to improve the quality of the educational process, but also to maintain the physical health of the students.
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