Psychological preparation of the child for schooling. Methodical development (grade 1) on the topic: Psychological preparation of the child for school
MADOU Kindergarten No. 15 "Krepysh" MR Uchalinsky district of the Republic of Belarus
I approve:
Head of MADOU
Kindergarten №15 "Krepysh"
E.M. Bagina
WORKING PROGRAMM
On the psychological preparation of children for school
“I am a future first grader”
(for children 5.5-7 years old)
teacher - psychologist:
Burova O.V.
Lessons, 2015
CONTENT:
Explanatory note
Educational opportunities of the program
Program content
Program Implementation Stages
Perspective plan of classes with children according to the program
Guidelines
Bibliography
Applications
1. Explanatory note
Senior preschool age ... How much the child managed to accumulate the necessary experience, which 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 understand the quality of the personality, formed in the process of active creative development social relations arising on different stages And different types social interaction, as well as the child's assimilation of ethical norms, which are the basis for the construction and regulation of interpersonal and intrapersonal social positions and relationships.
A special place in the process of formation social competence the younger generation is engaged in gaming activities.
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 (the main emphasis in primary education is on the visual perception of 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.
The program of psychological preparation of children for school "I am a future first grader" (for children aged 5.5-7 years) allows you to prepare a child for school during game classes, which takes into account the features of his mental development obtained as a result of diagnostics (at the diagnostic stage).
Relevance of the program lies in the fact that the psychological preparation of the child for schooling is important step education and training of preschoolers in kindergarten. Its content is determined by the system of requirements that the school imposes on the child. These requirements are the need for a responsible attitude to school and learning, arbitrary control of one's behavior, performance of mental work that ensures the conscious assimilation of knowledge, and the establishment of relationships with adults and peers determined by joint activities.
Purpose: development of cognitive processes in preparing children for schooling, prevention of school failure and maladaptation.
Tasks:- To form in children a positive attitude towards learning at school;- shape cognitive activity and educational motivation of children of the preparatory group;- Preserve and strengthen the physical and mental health to create conditions that ensure the emotional well-being of each child.
2. Educational opportunities of the program The program is designedfor children of senior preschool age (5.5-7 years old)The complex of classes is aimed at the development of five interrelated mental processes that determine cognitive capabilities: fine motor skills of hands, attention, memory, thinking, speech.
The program was built in the form of developmental classes, taking into account:- age and personality characteristics of children;-psychological requirements for the organization and content of developmental work in the preschool educational institution.
Classes are built in the form of trainings, which arouses interest in children, because. this is a form of work unfamiliar to them. To reduce fatigue, finger, breathing exercises, physical education minutes.At each lesson, psychomuscular training is carried out to relieve muscle and emotional stress.(see Appendix 1).
Conditions for conducting classes.
The group is led by a teacher-psychologist.
Pace of work determined by the individual characteristics of the group member.
Number of lessons : 28
Class organization mode: Classes are held once a week.
Time spending : 30-35 minutes
Room: psychologist's office or group room.
The system for tracking and evaluating the results of training in the program.
The effectiveness of the work is manifested both in qualitative and quantitative indicators. The qualitative effectiveness of the work will be manifested in the fact that in the process of learning according to the proposed program, children acquire new skills and qualitatively change the previously formed ones.The result of the program is the development in children: observation and communication skills; Arbitrary attention;Visual, auditory-speech memory;Fine and gross motor skills;Activation of the imagination;Ability to think logically; Spatial representations; The ability to adequately evaluate their own work.
3.CONTENT OF THE PROGRAM
The program "I am a future first grader" provides for the following forms of organization:
Frontal (subgroup) lesson - 2 times a week.
Individual work.
training
Intellectual quiz
Such forms of activities arouse interest in children, because. represent a new form of work for them: they perform unusual tasks, solve intellectual problems, learn to think, see, remember.
The structure of the lesson. The ritual began with a school bell for the lesson.Group work:
– development of fine motor skills;
– development of thinking;
– speech development;
– memory development;
– development of attentionPhysical education minutes (stress relief, relaxation).
Individual work in notebooks.Graphic dictation.farewell ritual
First, games and exercises for the development of fine motor skills are given: finger games, prescribing patterns, and then letters in a notebook. 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 memory usage. 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. "Removal of emotional stress"
4. Stages of program implementation :
Stage 1 - primary diagnostic examination. Examination of children of preparatory groups was carried out withpurpose tracking the effectiveness of the program "I am a future first grader" and in order to identify the development of intellectual and personal qualities, the child needs for teaching at school.
. Intellectual readiness
The prospective student must have developed ability penetrate into the essence of objects and phenomena, master such mental operations as analysis and synthesis, comparison and generalization, classification; in the process of educational activity, be able to establish cause-and-effect relationships between objects and phenomena, resolve contradictions. All this plays important role in mastering the system of scientific concepts and generalized methods for solving practical problems at school.
Intellectual readiness includes:
Development of small muscles of the hand (the hand is well developed, the child confidently owns a pencil, scissors);
Spatial organization, coordination of movements (the ability to correctly determine above - below, forward - backward, left - right);
Coordination in the eye system - hand (the child can correctly transfer the simplest graphic image - a pattern, a figure - visually perceived at a distance (for example, from books) into a notebook);
Development logical thinking(the ability to find similarities and differences between different objects when comparing, the ability to correctly combine objects into groups according to common essential features);
Development of voluntary attention (the ability to keep attention on the work performed for 15-20 minutes);
The development of arbitrary memory (the ability to mediate memorization: to associate the memorized material with a specific symbol / word - picture or word - situation /).
To diagnose the intelligence of a preschool child a children's adapted version of the Wexler technique can be used. The advantage of the Wechsler test is that it allows you to get an idea not only about the general level of intelligence, but also about the features of its structure, thanks to the combination of subtests in it, aimed at studying various x - verbal and non-verbal - characteristics, the degree of severity of which is calculated by a single 20 -point scale.
The main cognitive processes include memory, attention, thinking.
Memory - memorization, preservation, subsequent reproduction by the individual of his experience.
Attention is the concentration of consciousness on a certain object, providing its especially clear reflection.
Thinking is an indirect, generalized reflection of a person's reality in its essential connections and relationships.
Suggested diagnostic methods:
Memory research
(in general, at the age of 6 years, the child retains 7-8 items in memory).
1 - Study of involuntary memory (16 cards depicting familiar objects are used)
2 - The study of arbitrary memorization (16 cards, with other images)
3 – Explore operational auditory memory(method 10 words)
4 - The study of visual-figurative memory (Test "TV")
5 - Assessment of semantic memory (Test "Remember Phrases")
Attention Sustainability Study
1 - Evaluation of stability, distribution and switching of attention (PIERON-ROUSER Method)
2 - Test to determine the level of development of the properties of attention (Test "Intertwined lines")
3 - Determining the amount of attention, the speed of its distribution and switching. Used when owning an account. (Test "Digital table Schulte")
The study of visual-effective and visual-figurative forms of thinking
(By the end of preschool age, by the age of 6-7, the child has logical thinking)
1 - Evaluation of visual-figurative thinking (method "The fourth extra")
2 - Evaluation of visual-effective thinking (Test "Trace the contour")
3 - Evaluation of visual-figurative and verbal-logical thinking (Test "Nonsense")
4 - Logical sequence of events (picture story technique)
Perception studies
1 - Assessment of the integrity of perception (Test "What is not completed?"; Test "Find out who it is")
2 - Determination of the ability of color perception (Test "Paint over the fruit")
Emotional-volitional readiness
Volitional readiness - This is enough high level arbitrarily controlled behavior, arbitrary regulation of mental processes, actions; mastering such a structure of activity and behavior, in which motives and goals are clarified, efforts are mobilized, mental activity is directed and regulated.
The level of volitional development in different children of the age of six is different, but a typical feature of this age is the subordination of motives, which gives the child the opportunity to control his behavior and which is necessary for learning activities. The hierarchy of motives gives the child's behavior a certain direction (depending on motives) and makes it possible to subordinate situational, particular motives to more significant, sustainable goals and intentions.
An important aspect volitional readiness for school is the formation of moral and volitional qualities. Discipline is manifested in the child's ability to be restrained in behavior, obey the rules, requirements. Responsibility is manifested in relation to tasks, the desire to fulfill them in accordance with the requirements of the teacher.
To prepare a child for learning means not only to ensure an appropriate level of mental and volitional development, but also to develop his feelings.Emotional readiness is the child's ability to experience positive emotions associated with learning activities, which creates a favorable background for learning, reduces fatigue, increases learning motivation.
The main emphasis in the development of emotional and volitional readiness for school, teachers should do on the education of motives for achieving the goal:
not be afraid of difficulties;
the desire to overcome them;
don't give up on your goal.
In the development of volitional and emotional readiness, the use of examples from fairy tales and stories (reading fiction, staging children's theater fairy tales, looking at pictures, listening to music).
Methods for diagnosing and researching the emotional sphere of a preschooler
To diagnose the emotional sphere of a child, the method of observation is most often used. The psychological literature offers some standardized questionnaires and scales to support this process.
1 - Anxiety test (R, Tamml, M. Dorki, V. Amen.)
2 - Diagnosis of types of children's perception of emotional states of a person (method "Cheerful - Sad"),
3. Drawing of a family (features of the child's perception and experiences of family relations)
4.Methodology "Tree" (attitude towards yourself, self-esteem)
Motivational readiness for schooling.
The formation of motives that encourage learning is one of the lines of preparing children for schooling. This refers to the cultivation of a real and deep motivation, which should become the motivating reason for their desire to acquire knowledge. This is the attitude to learning as a necessary and important matter, and interest in learning.
motive - the stimulus of activity, which is formed under the influence of the conditions of a person's life and determines the direction of his activity.
Motivational readiness for schooling is made up of:
positive perceptions of the school;
desire to go to school to learn and be able to do a lot of new things;
formed position of the student.
The following needs may underlie the motive for attending school: prestige (increasing one's social position), the desire for adulthood and the desire to be called a schoolboy, the desire to be “like everyone else”. The motive for learning may include the following reasons: interest in learning in general (based on the need for new experiences from acquiring knowledge), the desire to get an education in connection with the understanding of its necessity for life and professional activity, the desire to earn praise.
cognitive interest - needs attitude to the world, realized in cognitive activity to assimilate the content of the surrounding world.
Curiosity - an elementary stage of the electoral attitude, which is due to purely external, often unexpected circumstances. With the elimination of external causes, the selective orientation also disappears. This stage does not reveal a genuine desire for knowledge, but can serve as its initial impetus.
Curiosity - the desire to penetrate beyond what is seen, which is accompanied by a strong expression of emotions of surprise, the joy of learning, satisfaction with activity.
Narrow cognitive interest - a narrow focus on a particular field of knowledge.
The internal position of the student. Its presence should be spoken about if the child has a positive attitude towards entering school or staying in it, as a completely natural and necessary event in life: he discovers a sense of the need for learning, that is, in a situation of optional school attendance, he continues to strive for specific school activities. content, positively relates to socially accepted rules and norms of behavior, recognizes the authority of the teacher.
The lack of formation of the internal position of the student is one of the reasons for school maladjustment at the stage of primary school age.
The main factors influencing the formation of a positive sustainable motivation for learning activities are: the content of educational material, the organization of learning activities, collective forms of learning activities, evaluation of learning activities.
Do homework (talking with parents about how they studied at school, collecting photos of parents, from which you can then make an exhibition “Our dads and moms are schoolchildren”).
Methods for diagnosing the motivational sphere
1 - Methodology "Determining the dominance of educational or game motives of behavior"
2 - Test questionnaire to determine the formation of the "internal position of the student" (Test of school motivation)
3 - Evaluation of the emotional attitude towards the school (Test "Who suits what?")
4 - Evaluation of the child's focus on the learning process at school (Test "imagine ...")
5 - Test for determining self-esteem and the level of claims of the child (Test "Ladder")
6- Methodology "Conversation about school" Nezhnova T.A.
Development of fine motor skills
Fine motor skills - a set of coordinated actions of the nervous, muscular and skeletal systems, often in combination with the visual system in performing small and precise movements with the hands and fingers.
The area of fine motor skills includes a wide variety of movements: from primitive gestures, such as grasping objects, to very small movements, on which, for example, human handwriting depends. Fine motor skills are a necessary component of many human actions: subject, instrumental, labor, developed in the course of the cultural development of human society. It is important to note that fine motor skills of the hands interact with such higher mental functions and properties of consciousness as attention, thinking, optical-spatial perception (coordination), imagination, observation, visual and motor memory, and speech. The development of fine motor skills is also important because the whole future life junior schoolchildren will require the use of precise, coordinated hand and finger movements, which are necessary to dress, draw and write, and to perform a variety of household and educational activities.
To identify the level of development of fine motor skills, its essential features, I use a number of methods:
Graphic dictation (D.B. Elkonin),
technique "House" N.I. Gutkin,
Test "Labyrinth".
Stage 3 - re-examination of the level of development of the intellectual and personal qualities of the child.
After the completion of all stages of work, a final meeting is held with parents and educators, at which the results of the work are summed up and recommendations are given to parents and teachers on consolidating the acquired knowledge in children.
When compiling the program “I am a future first grader”, 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 closest social environment to participate 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
1.Individual consultations on the organization of the subject-developing environment
2. Design of didactic games and manuals to prepare the child for school
WORKING WITH PARENTS
1. Parent meeting: "Preparing the child for school"
2. Individual counseling of parents on the development of mental processes
3. Making visual information for parents in the form of a folder - a shifter.
Perspective plan of classes with children according to the program. Sample lesson planning
Lesson section
Lesson objectives
Lesson content
Dates
Number of hours
1. Section Preliminary diagnosis of cognitive abilities of children 5.5-7 years old.
1st week of October
30 min.
Diagnostic-motivating lesson
To identify the initial level of mental development of the child.
Diagnostic tasks
1. Motivational readiness.
4. Development of arbitrariness
1.2 - week of October
2. Section Correctional and developmental activities with children
Lesson 1
1. Getting to know the school rules. "Introductory. Happy birthday, group!
;
3. Development of fine motor skills and hand-eye coordination.
4.
2. Exercise "A at school"
3. Finger gymnastics
4. Task for the diagnosis of fine motor skills, volitionality and hand-eye coordination
5. Work in notebooks
6. Graphic dictation
7. Final stage
8. Reflection
3rd week of September
30 min
Lesson 2
1. Training of fine motor skills of the hand;
2. Diagnostics of working capacity, attention and spatial perception;
3. Development phonemic perception
4. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
2. Correction test
3. Finger gymnastics
4. Work in notebooks
5. Task for diagnostics of spatial representations
5. Physical education
6. Graphic dictation
7. Final stage
8. Reflection
4th week of September
30 min
Lesson 3
3. Development of perception and thinking;
4. Diagnosis of hand-eye coordination
5. Psychomuscular training to relieve muscle and emotional tension.
1. Exercise "School rules"
2. Exercise "Paint over all" M "
3. Finger gymnastics
4. Work in notebooks
5. Exercise "Draw according to the model"
6. Graphic dictation
7. Final stage
8. Reflection
1st week of October
30 min
Lesson 4
1. Development of group cohesion.
2. Fine motor training.
3. Development of auditory-motor coordination and attention.
4. Development of horizons, speech, thinking.
5. Diagnosis of self-esteem
6. Psychomuscular training to relieve muscle and emotional tension
2. Draw on the model
3. Finger gymnastics
4. Work in notebooks
5. The game "Nose-floor-ceiling"
Exercise "Look, remember, reproduce"
6. "Magic squares"
7. Graphic dictation
8. Reflection
2nd week of October
1
Lesson 5
1. Development of attention and arbitrariness;
3. Development of conceptual thinking.
4. Psychomuscular training to relieve muscle and emotional tension
1 Exercise "School rules"
2. Exercise "Colorful figures"
3. Finger gymnastics
4. Work in notebooks
5. Color according to the pattern
6. "Magic squares"
7. Exerc. "Lay out according to the model"
8. Reflection
3rd week of October
30 min
Lesson 6
1. Development of imagination and expressive movements
2. Development of arbitrary behavior;
3. Fine motor skills training;
4. development of attention and perception
5. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
2. Draw...
3. Finger gymnastics
4. Work in notebooks
5. The game "Nose-floor-ceiling"
6. "Magic squares"
7. Exerc. "Lay out according to the model"
8. Reflection
4th week of October
30 min
Lesson 7
1. Development of expressive movements;
2. Development of attention and arbitrariness
3. Fine motor training
4. Development of spatial orientations on a sheet of paper
5. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
2. Exercise "Who hid in the forest"
3. Finger gymnastics
4. Work in notebooks
5. Exerc. "Connect the dots in order"
6. The game "Owl-owl"
7. Reflection
1st week of November
30 min
Lesson 8
1. Development of attention and arbitrariness;
2. Expanding horizons and developing speech;
3. Training of fine motor skills and tactile sensitivity
4.
1. Exercise "School rules"
2. Exerc. "What's Wrong in the Picture"
3. Finger gymnastics
4. Work in notebooks
5. Exerc. "Lay out according to the model"
6. The game "Owl-owl"
7. Reflection
2nd week of November
30 min
Lesson 9
1. Development of attention;
2. Development of spatial orientation.
4. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
2. The game "Flies-does not fly"
3. Exerc. "Find an object according to the given signs"
4. Work in notebooks
5. Finger gymnastics
6. Exerc. "Find the missing item"
7. Reflection
3rd week of November
30 min
Lesson 10
1. Development of coordination of movements;
2. Removal of muscle clamps;
3. Training the ability to work according to the model
4. Development of attention
5. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
2. Exerc. "Words with letters"
3. Correction test
4. Finger gymnastics
5. Work in notebooks
6. The game "Nose-floor-ceiling"
7. Exerc. "Lay out according to the model"
8. Reflection
4th week of November
30 min
Lesson 11
1. Development of attention and hand-eye coordination;
2. Development of speech, imagination, thinking.
3. Fine motor training
4. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
2. Correction test
3. The game "What happens"
4. Finger gymnastics
5. The game "It happens - it doesn't happen"
6. Work in notebooks
8. Reflection
1st week of December
30 min
Lesson 12.
1. Development of voluntary behavior and coordination of movements;
2. Increasing the level of school competence;
3. Development of attention and spatial orientation
4. Increasing motivational readiness
5. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
2. Correction test
3. Exerc. "Third wheel"
4. Finger gymnastics
5. The game "Sit-get up"
6. Work in notebooks
7. Exerc. "Geometric figures"
8. Reflection
2nd week of December
30 min
Lesson 13.
2. Fine motor training;
5. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
2. Riddle
3. Correction test
4. Finger gymnastics
5. Work in notebooks
6. The game "Nose-floor-ceiling"
7. Exerc. "Lay out according to the model"
9. Reflection
3rd week of December
30 min
Lesson 14.
1. Development of imagination and thinking;
2. Fine motor training;
3. Development of constructive thinking
4. Increasing motivational readiness
5. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
2. Exerc. "Guess the object according to the given signs"
3. Correction test
4. Finger gymnastics
5. Work in notebooks
6. The game "Nose-floor-ceiling"
7. Exerc. "Lay out according to the model"
8. Exerc. "Geometric figures"
9. Reflection
4th week of December
30 min
Lesson 15.
1. Increasing motivational readiness
2. Development of motor skills and coordination;
3. Visual memory training
4. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
2. Exerc. "Words with letters"
4. Correction test
5. Phys. minute
6. Work in notebooks
7. Exerc. "Find the Ninth"
8. Exerc. "Lay out according to the model"
9. Reflection
3rd week of January
30 min
Lesson 16.
2. Development of arbitrary behavior;
3. Development of spatial orientation;
4. Development of attention.
5. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
2. Exerc. "Words with letters"
3. The game "Edible - not edible"
4. Correction test
5. Phys. minute
6. Work in notebooks
7. Exerc. "Find the Ninth"
8. Exerc. "Tables of Attention"
9. Reflection
4th week of January
30 min
Lesson 17.
1. Increasing motivational readiness;
2. Development of attention and visual memory;
3. Fine motor training.
4. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
2. Exerc. "Words with letters"
3. The game "Flies - does not fly"
4. Correction test
5. The game "Listen carefully"
6. Work in notebooks
7. Finger gymnastics
8. Exerc. "Find all the numbers"
9. Reflection
5th week of January
30 min
Lesson 18
1. Increasing motivational readiness.
2. Development of self-control;
3. Development of phonemic perception "
4. Development of attention and visual memory.
5. Psychomuscular training to relieve muscle and emotional tension
.
1. Exercise "School rules"
2. Exerc. "Words with letters"
3. The game "Flies - does not fly"
4. Correction test
5. Work in notebooks
6. Finger gymnastics
7. Graphic dictation
8. Game "Confusion"
9. Reflection
1st week of February
30 min
Lesson 19
1. Increasing motivational readiness;
2. Development of speech and thinking;
3. Development of vocabulary;
4. Training the ability to work according to the rules.
5. Psychomuscular training to relieve muscle and emotional tension
Exercise "School rules"
Create a photo collage
"School years of moms and dads"
2nd week of February
30 min
Lesson 20.
2. Strengthening parent-child relationships.
3. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
2. The game "What is it for"
3. Correction test
4. Work in notebooks
5. Finger gymnastics
6. Graphic dictation
7. The game "Change places those who ..."
8. Reflection
3rd week of February
30 min
Lesson 21.
1. Increasing motivational readiness;
3. Motility and coordination training;
4. Development of logical thinking;
5. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
2. The game "What is it for"
3. Correction test
4. Work in notebooks
5. Finger gymnastics
6. Graphic dictation
7. The game "Guess what it is"
8. Reflection
4th week of February
30 min
Lesson 22.
1. Increasing motivational readiness;
2. Development of spatial orientation;
3. Development of logical thinking.
4. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
2. Correction test
3. Exerc. For vision correction
4. Work in notebooks
5. Finger gymnastics
6. Graphic dictation
7. Phys. minute
8. The game "Listen to the claps"
9. Reflection
1st week of March
30 min
Lesson 23
1. Increasing motivational readiness;
2. Development of attention and arbitrariness;
3. Hand motility training.
4. Psychomuscular training to relieve muscle and emotional tension
.
1. Exercise "School rules"
2. Exerc. "Rhythm"
3. Correction test
4. Exerc. For vision correction
5. Work in notebooks
6. Finger gymnastics
7. Graphic dictation
8. Phys. minute
9. The game "Guess what it is"
10. Reflection
2nd week of March
30 min
Lesson 24.
1. Increasing motivational readiness;
2. Development of speech and thinking;
3. Development of auditory attention;
4. development of auditory-motor coordination
5. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
2. Exerc. "Remember exactly"
3. Correction test
4. Phys. minute "Four elements"
5. Work in notebooks
6. Finger gymnastics
7. Graphic dictation
8. ex. "Continue the series begun by the artist"
9. The game "Who knows, let him continue to count"
10. Reflection
3rd week of March
30 min
Lesson 25.
1. Increasing motivational readiness;
2. Development of speech and thinking;
3. Development of visual memory;
4. Development of attention and thinking
5. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
Ex. "Remember exactly"
2. Correction test
4. Graphic dictation
6. Exerc. "Find the same picture"
8. Reflection
4th week of March
30 min
Lesson 26
1. Increasing motivational readiness;
2. Development of arbitrariness;
3. Attention span training and switching
4. Psychomuscular training to relieve muscle and emotional tension
1. Exerc. "Exercise" School rules "
2. Correction test
3. The game "Who knows, let him continue to count"
4. Graphic dictation
5. Phys. minute "Four elements"
6. Exerc. "Find a shadow"
7. The game "Chants-whispers-silences"
8. Reflection
1st week of April
30 min
Lesson 27
1. Increasing motivational readiness;
2. Development of attention and arbitrariness;
3. Development of speech, thinking and imagination;
4. Fine motor training.
5. Psychomuscular training to relieve muscle and emotional tension
1. Exercise "School rules"
Play "Listen carefully"
2. The game "What has changed"
3. Tale of attentive Ivanushka
4. Correction test
5. Phys. minute "Four elements"
6. Outdoor game at the request of children
7. Reflection
2nd week of April
30 min
Lesson 28
Final
Consolidation of the material covered
Interactive intellectual quiz "ABVGDeika"
30 min
Section 3 Reassessment of children's cognitive abilities
Diagnostic session
Program Performance Tracking
Diagnostic tasks
1. Motivational readiness.
Method "Personification of motives" (D.B. Elkonin, A.L. Wenger)
2. Assessment of switching and distribution of attention
Pierre-Rouser's technique "Put down the icons", (modified
L.V. Wenger, Yu.V. Tikhonova).
3. Hand-eye coordination
Method N.I. Gutkina "House".
4. Development of arbitrariness
Methodology "Graphic dictation" (D.B. Elkonin).
1st week of May
GUIDELINES
This section describes games and exercises for the development of fine motor skills, for the development of attention, memory, and thinking. For all sections there are recommendations for parents and teachers (Appendices 18,19,20).
Games and exercises that promote the development of fine motor skills
Finger gymnastics allows you to develop not only fine motor skills and attention, but also the arbitrariness of behavior, due to the desire to clearly and correctly perform all the exercises. Gymnastics should be done every day before and after doing other exercises.
Finger massage. The child himself or with the help of an adult massages each finger with the left and right hand, starting from the fingertips through stroking movements, rubbing movements, circular movements. Repeat the massage of the fingers of both hands for 1-2 minutes, finish with stroking movements. Finger massage is carried out at the beginning, middle (if fatigue occurs) and at the end of work. Massage of the leading hand is done more often.
Greetings from the players. Touch each finger - “team member” and say hello: “Hello! Hello!". The child sequentially, at an increasing pace, connects thumb hands with index, middle, ring, little fingers and back
Waves. The child tries to make "waves" with his hands (like a "dying swan").
Tic-tac-toe. The child alternately makes “crosses” from the index and middle, ring and little fingers, and then repeats exercise 2 for the same fingers.
Bells. The child shakes his hands for 30-60 seconds.
Music. The child makes wave-like movements (up and down) with all fingers as if playing the piano.
Scissors. The child tries to connect the fingers in pairs and separate the pairs as far as possible. Repeat 5 times. Then the child tries to take the index finger away from the rest, tightly clenched.
Circles. The child tries to draw "circles" in the air with each finger of both hands.
Games and exercises that contribute to the development of attention
“Don’t say yes and no, don’t wear black and white.” The adult asks the child questions. The child answers them, but at the same time should not name the forbidden colors and not say “yes” and “no”.
Games are puzzles.
Puzzles.
"Find differences".
"Find two identical objects."
"Pay attention". Performing gymnastic exercises on a verbal command.
"Magic word". The adult shows the exercise, and the child repeats them only if the adult says: “Please!”.
"Where what was." The child remembers the objects lying on the table; then he turns away. An adult moves objects; and the child indicates what has changed.
"Name what you see." In 1 minute, the child must name as many objects in the room as possible.
"Dwarfs and Giants". The child must listen to the verbal instruction of the adult, not paying attention to his actions.
Games and exercises for memory development
"Remember things." Learn to memorize and reproduce information.
"Detective". Develop arbitrary memorization; child within 15 minutes. Examines 15 pictures, after which the pictures are removed; the child must name the pictures that he remembered.
"Pyramid". Develop short-term mechanical memory. An adult calls the child one word first, the child must immediately repeat it; then the adult calls two words, the child repeats them; then the adult calls three words, the child repeats, etc.
"What did you see on vacation?" An adult asks the child questions about the events taking place on vacation.
"Pathfinder". The adult shows the child a toy and says that he will hide it in the room now; the child turns away; an adult hides a toy; and the child must find it.
"What did you eat for lunch?" The child should list everything he ate for lunch.
"Cloth". The child must remember in what order he put on the items of clothing in the chime.
"Draw the same." The child draws a simple object on a piece of paper; then the sheet is turned over and the child must draw the same object.
"I put it in a bag." An adult in front of a child puts various objects in a bag; the child must remember what is in the bag.
"Short story". An adult reads a short story; the child must repeat it.
"Tower". The child is shown a schematic representation of a tower, consisting of many geometric shapes; the child must memorize these figures and name them.
"Stick figurine". An adult lays out a figure from sticks; the child remembers it and puts the same one from memory.
Games and exercises for the development of thinking
"Spread the pictures." Learn to consider the sequence of events.
"Finish the word." Learn to complete a word on the initial syllable.
"Find an extra item", "Find an extra figure in a row." Learn to classify objects according to their characteristics and purpose.
"Creativity". The child is shown objects that do not have a specific purpose; The child must figure out how to use this item.
"Antonyms". The child is called a word, and he must name the opposite in meaning. For example: “heavy - light”, “strong - weak”, “hard - soft”, etc.
"Unicube", "Lotto", "Domino", mosaics, constructors.
Puzzles.
At the end of the year, a memo is issued to parents of future first graders:
1. Support in the child his desire to become a schoolboy. Your sincere interest in his school affairs and concerns, a serious attitude to his first achievements and possible difficulties will help the first grader confirm the significance of his new position and activities. Discuss with your child the rules and regulations that he will meet at school. Explain their necessity and expediency.
2. Your child will come to school to learn. When a person studies, something may not work out right away, this is natural.
3. The child has the right to make mistakes.
4. Make a daily routine with the first grader, make sure it is followed.
5. Do not skip the difficulties that a child may have at the initial stage of mastering learning skills. If a future first grader, for example, has speech problems, try to cope with them before school or in the first year of study.
6. Support the future first grader in his desire to succeed. In each work, be sure to find something for which you could praise him. Remember that praise and emotional support (“Well done!”, “You did so well!”) Can significantly increase a person’s intellectual achievements.
7. If something bothers you in the behavior of the child, his educational affairs, do not hesitate to seek advice or advice from a teacher, a school psychologist.
8. With admission to school in the life of your child will appear more authoritative than you. This is a teacher. Respect your child's opinion of your teacher.
9. Teaching is not an easy and responsible job. Entering school significantly changes the life of a child, but should not deprive it of diversity and joy, play. The first grader should have time for play activities. Good luck to you and your child!
7. Main list of references:
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.
Artsishevskaya I.L. Psychological training for future first graders.-M., 2008.
Internet sources.
. Aizman R., Zharova G. et al. Is the child ready for school? Diagnostics in experiments, tasks, drawings and tables. -M., 2006.
Berezhnova O.V. Variable forms of organization of pre-school education. "Childhood-press", 2010.
Gatina O.I. Social and personal readiness of older preschoolers for school./ preschool teacher. 2009. - No. 12. pp.48-53.
Gutkina N.I. A new program for the 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! Development of the intellect of children 5-7 years old: Individual lessons, 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.
Annex 1.
Psychomuscular training
(set of exercises)
Let's smell the flower . Show how you smell flowers. One - bring both hands to your nose, imagining that there are flowers in them, inhale their aroma, smile, holding your breath. Two - lower your hands, exhaling. (3-4 times.)
Let's drink well water . One - draw water from the well. Two - bring your palms with water to your mouth. Watch out, don't spill the water. Three - drink, take a breath. Four - shake off the water from your hands and exhale. (3-4 times.)
I see apple trees with apples ahead! Do you want to try these apples? Then let's go faster.(Child gets up.)
One - raise your right leg, hold it in this position, hold your breath. Two - lower your leg, exhale. Three - under them the left leg, take a breath, hold the leg in this position, hold your breath. Four - lower your left leg, do you breath. (3-4 times.)
Lie down on the floor (on the carpet). Let's swim to the other side of the river.(The child lies on his stomach, arms along the body.) Once - hands forward with a breath, hold your breath. Two - arms along the body. Exhalation. (2-3 times.) Now roll over on your back, arms along the torso. Once - hands up with a breath, hold your breath. Two - arms along the body. Exhalation. (2-3 times.)
Look, a bear has appeared on our path! Let's get scared and shrink into a ball.(The child lies on the floor, on the carpet.)
One - turn on your right side and curl up into a ball, breathing in. Listen with bated breath. Two - straighten up, exhaling. Three - turn on your left side and curl up into a ball, breathing in. Four - straighten up, exhaling. (3-4 times.)
6. Let's try to see everything that awaits us at the end
way. One - turn your head to the right, breathing in. take a closer look
hold your breath. Two - turn your head forward, exhaling.
Three - turn your head to the left while inhaling. Take a look again
hold your breath. Four - turn your head forward, exhaling.
(3-4 times.)
7. Straighten the hand, tightly close your fingers and slowly squeeze them into a fist.
Perform alternately with each hand. (5 times.)
8. Put your hand firmly on the table with your palm down and alternately bend your fingers: middle, index, thumb, little finger, ring finger. Perform alternately with each hand. (5 times.)
9. Straighten the hand and alternately attach the ring finger to the little finger, the middle finger to the index finger. (5 times.)
10. Squeeze your fingers into a fist and rotate the brush in different directions. First, alternately with each hand. (5 times.) Then - with both hands at the same time. (5 times.)
11. Bend and unbend fingers. Spread the fingers as wide as possible, then close and so 5 times alternately with each hand, then 5 times with both hands at once.
12. Put your hands palms up. Raise one finger at a time, first on one hand, then on the other. Repeat this exercise in reverse order. (5 times.)
13. Put your palms on the table. Alternately raise the fingers of both hands at once, starting with the little finger. (5 times.)
14. Hold the pencil with your middle and index fingers. Then bend and unbend these fingers. (5 times.)
Application2
Annex 3
Appendix 4
Appendix 5
Appendix 6
Annex 7
Annex 8
Appendix 9
Annex 10
Annex 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Appendix 17
Appendix 18
Recommendations for the development of attention for parents and teachers:
Develop auditory attention with the help of didactic games.
Frequently change activities.
Use elements of the game in the classroom.
Teach to pronounce the instructions of the game several times.
Often observe and discuss with the children what they heard and saw.
Learn to consciously direct attention to certain objects and phenomena.
Learn to manage attention in accordance with the goal.
Learn to focus on a known activity, concentrate your attention on it without being distracted.
Create means - incentives that will organize the attention of the child.
To develop attention, use games with rules and games of manipulation.
Appendix 19
Recommendations for the development of memory for parents and educators
Develop the ability to voluntarily recall the necessary memories.
Teach a culture of memory.
Learn to remember the sequence of events.
Learn to use mnemonic techniques when memorizing.
Learn to use the image as a means of developing arbitrary memory.
To learn to repeat, comprehend, connect material for the purpose of memorization, use connections when remembering.
To promote the mastery of the ability to use auxiliary means for memorization.
Appendix 20
Thinking tips for parents and educators
Develop mental abilities through mastering the actions of substitution and visual modeling in various types activities.
Learn to make a group of individual items.
Learn to identify items for their intended purpose and characteristics.
Learn to classify objects and generalize them according to their characteristic features or purpose.
Learn to make sense literary work; play in correct sequence text content with questions.
Learn to compare things.
Learn to correlate a schematic image with real objects.
Develop speed of thinking through didactic games.
Encourage them to draw their own conclusions.
Learn to answer questions and draw conclusions.
Create a complexly organized environment so that the child can interact with different objects.
To promote the knowledge of the properties of various materials, their functional potential, the creation of images, models of real objects through visual activity (sculpting, application, drawing, etc.).
Learn to establish cause and effect relationships.
Develop thinking using fairy tales, sayings, metaphors, figurative comparisons.
Appendix 21
Psychological readiness for school is like Bigfoot. Everyone has heard of her. Everyone knows that this is some kind of important thing that psychologists check with some tricky tests. Every now and then they talk about it in cool schools and gymnasiums, but no one really knows what it is.
With arithmetic or reading, everything is much simpler - reading and writing is now customary right from the cradle. And if, by some absurd accident, a child has not learned this before the age of five or six, then a year before school, he will be easily taught these tricks at any school preparation course or in kindergarten.
But what about psychology? What is the mysterious psychological readiness for school, is it necessary to deal with it specially? Or maybe the child has had it for a long time, but we don’t know about it?
Psychologists have discovered four types of psychological readiness for school.
Personal and social readiness
Personal and social readiness lies in the fact that by the time the child enters school, he is ready for communication, interaction - both with adults and with peers.
In fact, modern first-graders do not always know how to do this. It is especially difficult for them to perform tasks that require joint efforts, close contact with each other. More often this symptom is expressed in "home" children who have never visited kindergarten– these kids have minimal experience in demolition conflict situations making joint decisions.
Is it easy for you baby goes contact with other children and adults? Do you take on its functions too often? For example, when a psychologist asks a future first-grader what his name is, his mother readily answers: “We are called Sasha!”.
By the time he enters school, the baby should have a fairly diverse experience of communicating with strangers. Let him establish contacts with others in the clinic, on the playground, in the store, etc.
"Home" children are often afraid of large crowds of people. To tell the truth, not all adults are comfortable in the crowd. But do not forget that the baby will have to live in a team, and therefore try sometimes to get out on some public events, taking a child to the station or to the airport is an experience of “surviving in the crowd”.
Emotional-volitional readiness
“But I won’t, because it’s not interesting (too easy, or, conversely, too difficult)!”. Why is it that a child who did brilliantly before school with a private teacher sometimes gets a deep disappointment from the school?
Of course, a lot here depends on the teacher and on the education system, which, alas, leaves much to be desired and is designed for the average student. But it's not only that.
After all, classes for preschoolers and real lessons are still different things. If the first ones are, first of all, a game (otherwise it simply won’t work, not a single normal preschooler, unless, of course, he is a super-wunderkind, would prefer a lesson to a game), then the second ones are precisely a learning system. And not always this training will be exciting and exciting. Therefore, a very important sign of readiness for school is to do not only what I want, but also what is necessary, not to be afraid of difficulties, to resolve them on my own.
Oddly enough, again, the game will help to develop these qualities. Only the game is special - according to the rules (from primitive "walkers" with a cube to chess, "Memory", dominoes, etc.). After all, it is these games that teach you to calmly wait for your turn, to lose with dignity, to build your strategy and at the same time take into account constantly changing circumstances, etc.
It is useful if the child gets used to changing activities in advance - for example, quiet work at the table will alternate with outdoor games (this is especially important for excitable, mobile children). This will make it easier for them to control their urge to get up and run in the middle of class, because they will know that there is a special “noisy time” for this.
Intellectual readiness
Analytical thinking (the ability to compare and generalize) begins to develop from infancy - even from that happy time when your baby rattled different rattles with interest, listening to their sound, and also tried to find out why the ball rolls down the hill perfectly, and why the cube - refuses to do so.
If you did not suppress the research interest of the young natural scientist, then by the time he entered school, he had managed to comprehend a lot on own experience. Teach your son or daughter to look for answers to your endless “why” and “what will happen if ...”, to build cause-and-effect relationships - in a word, to be actively interested in the world around you.
Motivational readiness
By the time the child enters school, a positive attitude should be formed:
- for school;
- teacher
- to educational activities;
- to himself.
Often, older comrades manage to inspire the future student with the idea that only trouble awaits him at school - deuces, strict teachers, etc. Try to dispel this myth and set the kid up for success. At the same time, he must understand that school way strewn not only with roses, and just like that, or even for every little thing, no one will praise him there.
If the child is accustomed to constant praise and approval at home, try to teach him to be more independent, praise not for every step, but for the finished result. When praising and scolding your treasure, do not get personal - evaluate the act, and not the child himself.
It turns out that psychological readiness for school is the whole preschool life. But even a few months before school, you can, if necessary, correct something and help the future first grader calmly and joyfully enter new world.
Inessa Smyk
Parents of all future first graders want their children to have a good time at school. What does it mean? To make new friends in the class, communication with which brings pleasure. So that the child goes to school in a good mood, and he would like to study and learn something new every day. It is not enough to teach a preschooler to write, read and count. Psychological preparation is also extremely important, because school is absolutely new life, new world. Stay in the status of a schoolboy for many years. The child needs to be comfortable in it.
Creating a positive image of the school
In order for the child to want to go to school, to wait for September 1 with joy and impatience, parents must create a positive image educational institution.
You can talk about the school only in a positive way, and not only in conversations with the child. A preschooler should not hear adult conversations that teachers are now bad, children at school are ill-mannered monsters, and homework is given too much. It is absolutely unacceptable to intimidate a child with school, which, unfortunately, some parents sin. “You will get only deuces”, “Here the teacher will show you at school for such behavior”, - a preschooler should not hear anything like this from the lips of his parents.
The child must be sure that he will like the school, the teacher will be friendly and benevolent, and friends will appear among classmates. It is important not to deceive the child, not to tell that school is a continuous holiday, because it is not. You can read children's stories about schoolchildren, watch feature films about them. Those who go to school with a positive attitude are more likely to do well there.
Motivation must be right
It is necessary to form a child's motivation for learning in the right way. Some preschoolers seem to have an interest in going to school, but it is external. Such children want to try on a new status of a student, walk with a beautiful backpack, use brand new stationery, be like older sisters or brothers. It is important to form a child's desire, passion, interest in cognitive activity, to tell that learning is a mass of new information. Be sure to tell the preschooler what lessons will be in the first grade, what they are studying.
What skills do first graders need?
Patience, self-discipline, the ability to listen without interrupting, perseverance - all this will be needed at school. Psychologists believe that all of the above skills are trained very well in the process. joint games. Especially useful among them are those where there are clearly defined rules: checkers and chess, “walkers”, everything else that requires following the rules. Another, no less useful game is a children's school. Let the child have the opportunity to try himself as a student and be a teacher.
The skill of self-service is very important for a preschooler. Children at school have to change clothes and shoes in the wardrobe, put on and take off their physical education uniform, deftly manage the contents of the school backpack - get and put away the necessary things. Those who do it too slowly are worried and nervous to see more agile classmates. Therefore, self-care of the child must be taught necessarily.
The ability to communicate and make friends is very important!
Which of the children is easier to adapt to an unusual school environment? After all, school is not only lessons, but also extra-curricular activities, sports competitions, communication in a team. Those who easily find a common language with classmates and know how to make friends. Children love and appreciate friendliness, responsiveness, the ability not to be offended over trifles, not to conflict in their peers. Another important quality- the ability to seek and find compromises in different situations. Children who have the above skills feel more comfortable in school. The task of parents is to instill them in their child. The earlier the better.
It can be especially difficult for those children who have not attended kindergarten, do not have sufficient experience in communicating in teams, are shy in nature, and have low self-esteem. Adults should help children join the company, teach them to communicate and make friends.
Get to know the school first
For a preschooler, school is something completely new and incomprehensible. Most children are anxious and apprehensive about everything unfamiliar. Children who have already been in the walls of its building go to school much more calmly, they imagine what the classes look like from the inside. Now many educational institutions offer future students something like preparatory courses. If parents have the opportunity to take a child there, it is worth using it. Perhaps the child will not receive some fundamentally new knowledge in the courses. But he learns in practice how the lessons are held at school, how to behave during school, how to answer the teacher.
At breaks, it is worth taking a walk along the corridors, showing the child where the dining room, gym, toilet, wardrobe are located. When a newly minted student crosses the threshold of an educational institution on September 1, he will feel much more confident.
Inga Malyugina
Psychological preparation children to school
I, Malyugina Inga Viktorovna, teacher preschool group. I am glad to welcome you on my page. Today we will talk with you about readiness preparatory children groups to study in school.
The child's readiness for learning school is one of the most important outcomes mental development during preschool childhood and pledge successful learning V school. From being a child prepared for school all previous preschool period of development, will depend on the success of its adaptation of entering the mode school life , his academic success, his psychological well-being.
Let's figure out with you what is the child's readiness for school.
Composite Components psychological readiness for school are:
*personal
*intellectual
*emotional-volitional
* physical.
Personal and social psychological readiness for school includes the formation of a child's readiness to accept a new social position schoolboy having a range of important duties and rights, occupying other than preschoolers in the children's society.
Taking a stand schoolboy is primarily related to school,To educational activities, to teacher, to yourself. The ability to communicate with adults, with peers, enter into a children's society, act together with others.
Intelligent readiness for school consists in acquiring a certain outlook, a stock of specific knowledge, in understanding the general patterns underlying the obtained knowledge:
* the orientation of the child in the world around him, the stock of his knowledge acquired by him in the system,
* Desire to learn new things
* sensory development,
development of figurative representations,
*development of speech and thinking.
Emotional and volitional readiness of the child to school involves:
* the ability to subjugate motives, control one's behavior,
* Ability to organize workplace and keep it in order
* a positive attitude towards the goals of the activity (study, acceptance of them,
* the desire to overcome difficulties,
* the desire to achieve the result of their activities.
Physical readiness includes myself:
*health status (absence of serious diseases, heredity, etc.)
* physical development (classes in sports sections, visits to circles,
*development of analyzer systems,
* development of small muscle groups (hand, fingers,
*development of basic movements (running, jumping, walking, sports games).
All mental processes(attention, memory, thinking, imagination) must be sufficiently developed. The child should be able to focus his attention on different work, for example, writing the elements of a letter. The development of perception and thinking allows the child to systematically observe the objects and phenomena being studied, to highlight significant features and differences in objects and phenomena, to reason and draw conclusions, and to come to a certain result.
In the modern world, there are a lot of different benefits, exercises, tasks, games for the comprehensive development of the child. Easy and fun to do with all family members who have free time and a desire to practice. When scheduling assignments, pay attention to weak spots your child. Use general strengthening exercises that are useful for strengthening perception, attention, memory, hand motility. Speak difficult words clearly. Ask them to pronounce, repeat. Learn a lot of little rhymes, read to your child. Learn tongue twisters and make up stories. Ask them to retell. Play collective games, they develop arbitrariness of actions, concentration, enrich the speech reserve children, sociability, evoke positive emotions.
You can choose games or toys that will help you in preparing children for school(for example, favorite fairytale character, In any case, your child is growing and approaching school. And it is in your interest to make this time as soft and interesting as possible.
But please remember a few simple rules:
*classes should not be violent,
*Lessons should not exceed 35 minutes
* arrange small physical education minutes, breaks,
*Classes must be arranged in a system.
Try to wake up motivation for classes, interest the child (praise, stickers for special achievements, surprise moments, etc.)
In conclusion, I would like to say the following - no matter how your child moves to the heights of knowledge, he needs your help, love, support, faith in himself. Create a healthy, positive, positive attitude before school, in which he would strive to acquire new knowledge, skills, was not afraid of bad grades, problems with teachers, classmates, and was sure that an excellent student or a loser, he is your most beloved and dear!
Good luck, dear parents!
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 of the psychological readiness of children for schooling, 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 situation? 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 it is difficult for him to concentrate for any long time on something that does not arouse his immediate interest. 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. Good for cultivating perseverance Board games, constructor and lego games, modeling, appliqué, etc., that is, those games that last quite a long time.
It is also important to instill in the child 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 the preparatory groups of 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 to go to 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 of school life have a great attraction: calls, changes, grades, the fact that 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 positive value- it expresses the desire of the child 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, is the nicest person, and below, on the lowest step, is the most bad person, in the middle - average people. Invite the child to determine where his place is, on which step. For younger students, the 6-7 step can be considered the norm, 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 public life feel confident when you are 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.
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