Continuity of pre-school and school: work plan and conditions

The continuity of the DOW and the school is a special, complex connection. It implies a transition from one stage of education to another, which is carried out with the preservation and subsequent gradual change in content, methods, forms, as well as technologies of upbringing and education.

Specificity

The continuity of the DOW and the school is carried out according to certain principles. Observance of them is extremely important, because we are talking about a process aimed at preserving the value of childhood for young students and the parallel formation of fundamental personal qualities.

In our time, questions relating to this topic are particularly relevant. As the structure of the educational program now presents more modern, modified state requirements (GEF). They necessarily have to match the continuity between the DOW and the school.

GEF modernity focuses not on the intellectual readiness of children to receive primary and secondary education, but on personal. It is determined by the ability of the child to assume a new role for him as an apprentice. If he is ready to move to a new, qualitatively higher stage of his development, then he has already formed the so-called internal position of the student. Determine the presence of this "core" is simple. If a child has a conscious desire to learn, to learn something new - he has it.

Preparation for school

This is the main task of each DOW. The main goal of each institution providing preschool education is the preparation of their pupils for admission to school. Teachers are obliged to provide children with equal starting opportunities for further education. This is spelled out in the GEF. The kindergarten should influence the initial formation of the child's personality and give him the skills that will help in later on to master the school programs with comparative ease.

This is usually achieved by the method of introducing pre-school education models, which in their specificity are very similar to the programs implemented in the 1-2 grades. And this is not accidental. After all, the continuity of the DOW and the school is a continuous process of development, education and upbringing of the child. Children, coming from a kindergarten in the first class, should not feel a sharp change in the so-called microclimate and the requirements imposed on them. However, pupils of good DOW and their parents do not face such a problem. Because in modern children's tasks teachers and are engaged in the formation of prerequisites for learning activities in children.

Development process

Considering the problem affecting the continuity of the DOW and the school, we can not fail to note the way in which the complex preparation of children for their further education is carried out.

Highly qualified teachers of the kindergarten pay the most attention to the development of the child's activity and his intellectual development. The predominantly productive methods of teaching are used: knowledge is not transferred in ready-made form, pupils master them themselves, in the process of the activity organized by the teacher. This not only teaches them to think, meditate and extract information, but also develops communication skills. The ability to communicate, build a dialogue, express their conjectures and substantiate them is one of the most important components of educational activity.

Also, teachers of the DOW give a lot of time to the development of children's attention, memory, visual-efficient, logical and imaginative thinking. In the future this will help them to master the methods of comparison, analysis, generalization and synthesis.

In addition to the above, the program of continuity of the DOW and the school compulsorily includes classes on the formation of motivation for children. At an early stage, future students should realize that studying is an important, socially significant work. The teacher is obliged to help them to make sure of the need for education. Usually this is done by awakening in them an interest in certain subjects and gaining knowledge in general. This not only shapes the desire of children to go to school, but also develops curiosity and mental activity.

Cooperation of institutions

Continuity of DOW and schools in the conditions of GEF is impossible without the cooperation of educational institutions. Usually the points of their contact are based on three main directions.

The first is to reconcile the tasks and objectives of succession. The second direction involves selecting the content of education for children. He necessarily takes into account the principles of continuity of education and psychological and pedagogical conditions for their implementation in accordance with GEF. The third aspect, in turn, is enrichment of organizational methods and forms of education both in the DOW and in the school.

This relationship of institutions is very important. The continuity of the DOW and primary school can take many forms. One of the most popular ways is to conduct excursions for pupils of a kindergarten. Future students get an opportunity to plunge into the school atmosphere, sit at desks, get acquainted with the library, sports and assembly hall, canteen, labor offices. But most of all impressions and pleasures are brought to them by visiting the "rulers" on the occasion of the Day of Knowledge.

In addition, the succession plan for the DOW and the school implies the cooperation of educators and teachers. It is useful for teachers to attend open lessons of each other. After all, in their process, not only aspects of continuity are established, but also unified requirements for graduates of a kindergarten are defined.

Objectives

The main task of continuity is to realize a unified line of child development. The process begins in the kindergarten, after which it continues in the primary school.

There are several main tasks for the DOW teachers. They are to introduce pupils to the values of a healthy lifestyle, and to ensure their emotional well-being, contributing to the development of its positive self-perception. Still teachers of Dow are obliged to develop in children curiosity, initiative, arbitrariness and ability to creative self-expression.

It is also important to make the process of creating knowledge about the world around us and stimulating play, cognitive and communicative activity as productive as possible. And, of course, educators are obliged to contribute to the development of competence in children in relation to themselves, to the world and other people. Already at the stage of preschool education, future students should learn the basics of cooperation with adults and peers.

In the future, teachers of the educational institution work with children in these areas. What is the continuity of the pre-school and elementary school. Children are already consciously accepting the values of a healthy lifestyle, are beginning to make their first attempts to regulate their behavior in accordance with them. Teachers help to realize their willingness to actively interact with the outside world, the ability and desire to learn, improve. Continued improvement and development of such qualities as independence and initiative. And all this, of course, is accompanied by the provision of knowledge on the subjects studied and the established educational program.

Other methods for implementing continuity

They, as already mentioned above, quite a lot. But if you attend a seminar on the continuity of the DOW and the school, you can understand that the best forms of its implementation relate to working with children. In addition to the excursions to the educational institution, the acquaintance of pupils with his teachers and students helps. And also the children's visit to the adaptation courses that are organized at the school. Usually they are conducted by psychologists, speech therapists, social workers, music managers, etc.

Thematic exhibitions of handicrafts and drawings are also often held. The process of their creation not only develops creative abilities and imagination, but also inspires pupils to fantasize about their school future. The same can be said about the organization of performances and thematic scenes.

It is also very important to cooperate with parents. Without it, continuity in the work of the DOW and the school is not possible. After all, parents know the peculiarities of their child, who can very much help educators in the process of organizing the educational process. That is why meetings are held in which parents, teachers of the kindergarten and teachers of the school take part. Often there are evenings of questions and answers, conferences, open days. Practice testing and questioning for parents, helping to study the family well-being on the eve of the school future of their child.

Physical training

This is the most important aspect, which includes the continuity of the DOW and the school. The GEF and the 29th article of the Convention on the Rights of the Child indicate that the education of children must be aimed at strengthening their health and developing their physical abilities to the maximum extent possible. And this is really important. To date, the health status of the younger generation is one of the most pressing issues in society and the state. According to the statistics of the Research Institute of Hygiene and Health Protection, over the past few years the number of physically healthy children has decreased by 5 times.

In this context, the principle of continuity is realized in creating an environment that is favorable for the socio-psychological, emotional, mental and physical development of health. One of the most important tasks of the DOW is to develop the sports capabilities of children. Pupils, entering the first class, must have basic physical training, and also be able to perform basic movements (climb, jump, run, squat, etc.). Teachers should instill in children an elementary idea of physical activity. Otherwise, pupils will not be able to cope with the requirements of the sports program after entering school.

Emotional development

Without him, continuity in the work of the Dow and the school is also impossible. Everyone knows the importance of aesthetic, ethical and cultural development. Without it, it is impossible to become moral, possessing personal values. From an early age, children should receive ideas about themselves, their family and its importance, about society and the state, nature and the world. Teachers of preschool education should familiarize them with traditions, customs, holidays. It is important to convey to them the meaning of family responsibilities, as well as such concepts as mutual respect, mutual assistance, love, mercy.

Also, educators should contribute to the development of creative abilities, which will continue actively in school. Compulsory music, choreography, fine arts, poetry are required. It is in these activities that the child begins to manifest his own ideas and ideas, which he later implements in stories, drawings, movements, songs. In addition, creativity helps to show itself even at the age of 5-6 years.

Problems

Above were listed the most important conditions for the continuity of the DOW and the school. I would also like to highlight some of the problems that arise in the implementation of this program.

The main one is the presentation of inflated demands on children. Educators and parents want to see them reading, able to solve problems, make stories, draw, sing, dance, etc. The desire to teach all of the above makes for kids a trip to kindergarten in the real work.

Moreover, many DOW in order to please parents start to follow the program of not preschool education, but the primary one. But this is done only by non-professionals. These highly skilled teachers are engaged in the implementation of a program appropriate to the age and development of children. And they are able to convey to parents the need for this. Children need to be taught what they are able to learn because of their age and skills. Only in this case will be good.

What should be a graduate of a kindergarten?

About this, too, is briefly to tell. As it was already possible to understand, continuity with the school in the DOW is a complex and multifaceted process. Everything that he includes in himself, is aimed at the development of the child. Not surprisingly, there is a standard "portrait" of a graduate of a kindergarten.

The child, finishing preschool preparation, should be physically and intellectually developed. He must have basic cultural and hygienic skills and experience the need for motor activity, which is normal for this age. He should show curiosity, be interested in the unknown, ask questions to adults and love to experiment.

Also the child is emotional and responsive, knows how to empathize, assesses musical and artistic works at his level, and is interested in the world of nature and animals. And, of course, a graduate of a kindergarten should have the means of verbal and non-verbal communication. Building dialogs does not cause him problems, but he also knows how to negotiate and interact. He is also quite balanced and knows how to control his behavior.

If the child corresponds to this description, then he is completely ready to enter the school, and getting used to the new situation and the regime will not cause him any special problems. The process of adaptation, thanks to the succession program, will go smoothly.