How can you help your child get ready for school? Especially carefully it is necessary to prepare for school if: pregnancy and childbirth proceeded with complications; the child suffered a birth injury or was born prematurely; the child suffers from gastrointestinal diseases, enuresis, is prone to frequent colds, there is a sleep disturbance; the child hardly finds contact with peers, is emotionally unstable; you notice motor retardation or hyperactivity.
Intellectual readiness involves the development of attention, memory, formed mental operations of analysis, synthesis, generalization, the ability to establish connections between phenomena and events. By the age of 6-7, the child should know: his address and the name of the village in which he lives; the name of the country and its capital; names and patronymics of their parents, information about their places of work; seasons, their sequence and main features; names of months, days of the week; main types of trees and flowers. he should be able to distinguish between domestic and wild animals, understand that the grandmother is the mother of the father or mother. In other words, he must navigate in time, space and his immediate environment.
Motivational readiness implies that the child has a desire to accept a new social role the role of the student. To this end, parents need to explain to their child that children go to school to gain knowledge that is necessary for every person. Only positive information about the school should be given to the child. Remember that your grades are easily borrowed by children. The child should see that the parents calmly and confidently look at his forthcoming admission to school. The reason for the reluctance to go to school may be that the child has not played enough. But at the age of 6-7 years, mental development is very plastic, and children who have not played enough by coming to the classroom soon begin to enjoy the learning process. You do not have to develop a love for school before the start of the school year, because it is impossible to love something that you have not yet encountered. It is enough to make it clear to the child that learning is the duty of every person, and the attitude of many of the people around the child depends on how successful he is in learning.
Volitional readiness implies that the child has: the ability to set a goal, decide on the start of an activity, outline an action plan, execute it, showing some effort, evaluate the result of one’s activity, as well as the ability to perform not very attractive work for a long time. Development volitional readiness contribute to school visual activity and construction, as they encourage long periods of concentration on building or painting.
Communicative readiness is manifested in the child's ability to subordinate his behavior to the laws of children's groups and the norms of behavior established in the classroom. It involves the ability to join the children's community, to act together with other children, if necessary, to yield or defend one's innocence, to obey or lead. For Development communicative competence you should maintain a friendly relationship with your son or daughter with others. A personal example of tolerance in relationships with friends, relatives, neighbors also plays a big role in shaping this type of readiness for school.
"Portrait" of a first grader who is not ready for school: excessive playfulness; lack of independence; impulsiveness, uncontrolled behavior, hyperactivity; inability to communicate with peers; difficulty in contacts with unfamiliar adults (persistent unwillingness to contact) or, conversely, a lack of understanding of one's status; inability to concentrate on the task, difficulty in perceiving verbal or other instructions; low level of knowledge about the surrounding world, inability to generalize, classify, highlight similarities, differences; poor development of finely coordinated hand movements, visual-motor coordination (inability to perform various graphic tasks, manipulate small objects); insufficient development of arbitrary memory; delay speech development(this may be incorrect pronunciation, and poor vocabulary, and inability to express one's thoughts, etc.).
How can you help a preschooler? 1. Willingness to study. If a child was often sick in childhood, if it is difficult for him to keep his attention on one thing for a long time, if you see that he is not mentally ready to become a first grader, consult a psychologist. Perhaps it would be useful for him to stay at home for another year. 2. Independence. In order for the child to be able to adapt faster at school, he must be quite independent. Try to patronize him less, give him the opportunity to make independent decisions and be responsible for them. Entrust him with some household chores so that he learns to do his job without the help of adults. 3. Team. If the child has never gone to kindergarten, try to spend the remaining time before school talking with peers. Otherwise, it will be very difficult for him to get used to both the lessons and the large team at the same time.
TIPS FOR PARENTS How to prepare your baby for school Teach your child to distinguish between right and left. Show how to properly pack books and notebooks in a briefcase. Collect the pencil case. It should contain two simple blue ballpoint pens, one red, one green, two sharpened pencils, a set of five colored pencils, a ruler and an eraser. Learn with your baby your home address and phone number, explain to him how to call if he gets lost. Teach a future first grader to write with chalk (you can even buy a small board and arrange a practice lesson). Children are often afraid or embarrassed to ask a strict teacher for permission to leave during class, so talk to your child about this moment. If your child has speech problems, try to resolve them before starting school. Make a schedule and try to rehearse the school day - 35 minutes of reading and ABC, then a 10 minute break and the next lesson. Make sure that the child learns to endure the tiring sitting at the table. Support your first grader in everything. Praise for the work, say how great he is at deriving letters (counting, drawing, etc.). This will give him confidence. Explain to your child that he is responsible for his own learning. If mom and dad make money at work, then his job is to go to school and "earn" good grades. Check if your child can independently tie shoelaces, fasten buttons and zippers, change into a tracksuit without your help, and fold his things neatly.
From 2 to 26 June from 9 to 11 adaptation classes (pre-school preparation). The objectives of the classes: psychological adaptation of children; familiarity with the basic school rules; instilling skills of individual, pair and team work; basic skills training feedback; work on the development of attention, memory, thinking, imagination; work on the organization of the class team.
Test Are you ready to send your child to school? 1. It seems to me that my child will study worse than other children. 2. I am afraid that my child will often offend other children. 3. In my opinion, four lessons is an exorbitant burden for a small child. 4. It is difficult to be sure that elementary school teachers understand children well. 5. A child can study calmly only if the teacher is his own mother. 6. It is hard to imagine that a first grader can quickly learn to read, count and write. 7. It seems to me that children at this age are not yet able to make friends. 8. I'm afraid to even think about how my child will do without daytime sleep. 9. My child often cries when an unfamiliar adult speaks to him. 10. My child does not go to kindergarten and never leaves his mother. 11. Primary school, in my opinion, is rarely able to teach a child anything. 12. I am afraid that children will tease my child. 13. My baby, in my opinion, is much weaker than his peers. 14. I'm afraid that the teacher does not have the opportunity to evaluate the progress of each child. 15. My child often says: Mom, we will go to school together!.
Write your answers on the table: if you agree with the statement, put a cross after the slash, if you disagree, leave the box empty /2/3/4/5/ 6/7/8/9/10/ 11/12/13/ 14/15/
Test results: up to 4 points, this means that you have every reason to optimistically wait for the first of September, at least you yourself are quite ready for your child's school life; 5-10 points better to prepare for possible difficulties in advance; 10 points or more would be nice to consult a psychologist. And now let's pay attention to which columns received 2 or 3 crosses. 1 you need to do more games and tasks that develop memory, attention, fine motor skills. 2 you need to pay attention to whether your child knows how to communicate with other children. 3, difficulties associated with the health of the child are foreseen, but there is still time to do hardening and general strengthening exercises. 4 there are fears that the child will not find contact with the teacher, you need to pay attention to story games. 5 - your child is not independent enough, he is probably too attached to his mother.
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"School Ready"
For parents of children 6-7 years old. Completed by: Teacher of GBDOU No. 78 of the Nevsky District Khomutova M.N.
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Form of work: Parent meeting.
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With the approval of the Federal State Educational Standard, preschool education has become a full-fledged level of education along with primary and secondary schools. GEF DO is the basis for assisting parents in raising children, protecting and strengthening their physical and psychological health, in developing individual abilities and the necessary correction of impaired development. One of the main tasks of the Federal State Educational Standard is to provide psychological and pedagogical support to the family and increase the competence of parents in matters of development and education, protection and promotion of children's health.
Relevance:
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Tasks:
Formation of active pedagogical competence of parents. Arming parents with psychological and pedagogical knowledge and skills on the issue of “Readiness for school”. Purpose: To provide psychological and pedagogical support to parents of future first-graders.
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preparatory work
Making invitations for parents. Making a folder-slider "In the family of a first grader." Preparation of tests for parents "Are you ready to send your child to school?". Preparation of memos "Recommendations to parents".
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Proceedings of the meeting
Educator's speech: Hello, dear parents! We are pleased to see you, and we thank you for taking the opportunity to come to our event. Our today's meeting is devoted to discussing the problem of the transition of children from kindergarten to school. We, parents, are interested in the school success of our child, therefore, as soon as possible, we begin to prepare him for entering school. What needs to be done so that the child goes to school prepared and studies well, while receiving only positive emotions - the goal of today's conversation. A child's entry into school is always a turning point in a child's life, no matter at what age he enters first grade. The place of the child in the system of social relations is changing, this is a transition to a new way of life and conditions of activity, this is a transition to a new position in society, new relationships with peers and adults. What is especially important to remember for the parents of the future first grader? What should I pay attention to when preparing a child for school? This will be discussed at our meeting.
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Psychological readiness includes:
Intellectual readiness Motivational readiness Emotional-volitional readiness Communicative readiness.
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Intellectual readiness:
It involves the development of attention, memory, formed mental operations of analysis, synthesis, generalization, the ability to establish connections between phenomena and events. By the age of 6–7, a child should know: 1. His address and the name of the city in which he lives; 2. Name of the country and its capital; H. Names and patronymics of their parents, information about their places of work; 4. Seasons, their sequence and main features; 5. Names of months, days of the week; 6. The main types of trees and flowers. 7. He should be able to distinguish between domestic and wild animals, understand that the grandmother is the mother of the father or mother. In other words, he must navigate in time, space and his immediate environment.
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Motivational readiness:
It implies that the child has a desire to accept a new social role - the role of a schoolchild. To this end, parents need to explain to their child that children go to school to gain knowledge that is necessary for every person. Only positive information about the school should be given to the child. Remember that your grades are easily borrowed by children. The child should see that the parents calmly and confidently look at his forthcoming admission to school. The reason for the reluctance to go to school may be that the child “has not played enough”. But at the age of 6–7 years, mental development is very plastic, and children who “have not played enough” will soon begin to enjoy the learning process when they come to class. You do not have to develop a love for school before the start of the school year, because it is impossible to love something that you have not yet encountered. It is enough to make it clear to the child that learning is the duty of every person, and the attitude of many of the people around the child depends on how successful he is in learning.
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Volitional readiness:
It assumes that the child has: the ability to set a goal, make a decision to start an activity, outline an action plan, execute it with some effort, evaluate the result of one’s activity, as well as the ability to perform not very attractive work for a long time. The development of volitional readiness for school is facilitated by visual activity and design, as they encourage a long time to focus on building or drawing.
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Communicative readiness:
It manifests itself in the child's ability to subordinate his behavior to the laws of children's groups and the norms of behavior established in society. It involves the ability to join the children's community, to act together with other children, if necessary, to yield or defend one's innocence, to obey or lead. In order to develop communicative competence, you should maintain a friendly relationship with your son or daughter with others. A personal example of tolerance in relationships with friends, relatives, neighbors also plays a big role in shaping this type of school readiness.
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Final word
Remember that your attitude towards school and your child's studies shapes your child's attitude towards these phenomena. Your calm and joyful attitude towards future school, the absence of excessive requirements for the future success of the child, realistic optimistic stories about the school, a developed cognitive interest in the world around and the child's lack of fear of a possible mistake - all this creates a positive motivation for your child. And, no matter how the objective successes of your child advance, try to create a healthy mood before school, in which he would strive for knowledge, do not overload him with classes, develop his self-confidence, teach him to respond correctly to failures and constructive interaction with peers and adults. Remember, the child must be sure that, an excellent student or a loser, he is still your favorite! Support your children, show them maximum attention!
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Recommendations for parents
Tip 1. Remember. That you choose a school not for yourself, but for your child, so try to take into account all the factors that may complicate his education. Tip 2. Be sure to get acquainted with the school, learning conditions, teachers. Tip 3. Find out what program your child will study, what kind of workload he will have (How many lessons per day, are there extra classes). Tip 4: Find out. When classes start and calculate how much time you need to get to school. Add an extra hour to your morning routine and breakfast - won't you have to get up too early? Tip 5. Try to get to know your child's future teacher. Think about whether she can take into account his features (if she wants to)? Tip 6. Specify what time the child will return from school. This is necessary if you are planning any additional classes (sections, School of Music, circles). Tip 7. Prepare a space for your child to practice at home. Tip 8. Do not set your child up only for success, but also do not intimidate them with failures. Tip 9. Remember that school adaptation is not an easy process and does not happen quickly. The first months can be very difficult. It is good if during this period of getting used to the school one of the adults will be next to the child. Tip 10. Don't treat your child's first failures as the collapse of all your hopes. Remember: he really needs your faith in him, smart help and support.
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Slides captions:
Parent meeting with parents of future first graders. Child's readiness for school.
Dityatko - that the dough, as he kneaded, grew. When a child is three years old, the whole family learns to speak. Learning in childhood is as strong as an engraving on a stone.
Psychological readiness of the child for school. Does your child want to go to school? Is the child's cognitive processes well developed? Can the child control his behavior (voluntary behavior) Is the fine motor skills of the fingers well developed? Whether the child's speech, communication skills and intelligence are well developed.
Cognitive processes: Attention Memory Thinking Perception Imagination
Attention By the age of seven, a child should: Complete tasks without distraction for about 20 minutes. Find 10 differences between objects. Keep at least 10 objects in sight. Complete the assignments on your own. Copy exactly the pattern or movement. Be able to find the same items.
Memory By the age of seven, a child should: Be able to memorize at least 9-10 suggested items or named words. Retell poems, fairy tales, stories from memory. Repeat verbatim sentences consisting of 9-10 words. Tell in detail from memory the content of the plot picture. Repeat rows of numbers (from 5 to 7), memorizing them by ear or visually. Remember the location of toys (8-10), name from memory what was where.
Thinking By the age of seven, a child should: Combine objects into groups according to certain criteria. Find a pattern in the construction of a number of objects. Select an object that does not fit common features. Be able to build a sequence of events and compose a coherent story from the pictures. Solve logical problems. Compare objects with each other, find similarities and differences between them.
Perception By the age of seven, a child should: Distinguish the color and shape of an object. By silhouette or minor details, determine an object and distinguish it by size, shape, distance, etc. Use in speech a variety of designations of spatial relationships (down, right, left, to the other side). Orient yourself in time of day, evaluate different periods of time (week, month, season, hours).
Imagination Imagination develops and forms throughout life. Through imagination, children transform everyday life in Game. The child's fantasy is most fully manifested in the corresponding types of creative activity and indicates that the child has the inclinations for them. One of the manifestations of the imagination is a dream. It is important that the dream arouses in the child the desire to achieve a real and desired goal with the help of their own efforts.
Fine motor skills By the age of seven, a child should: Be fluent with a pencil and brush in a variety of drawing techniques. Depict several objects in a drawing, combining them with a single content. Hatching or coloring drawings without going beyond the contours. Orientate in notebooks in a cage or in a line. Be able to copy phrases, simple drawings. To convey in the drawing the exact shape of the object, proportions, arrangement of parts.
High level of development. If on a certain topic the child has red flags, one or two green flags and no blue flags at all, the level of readiness for this topic is sufficient. You can offer your child more difficult tasks on this topic.
Average level of development. If a child has green flags on a certain topic, then the level of readiness is average. You need to offer your child similar tasks to consolidate the material.
Low level of development. If on a certain topic the child has blue flags, one or two green flags and no red flags at all, the level of readiness is insufficient. You need to work with the child additionally, you may need the help of a specialist.
So, success to you and - more faith in yourself and in the capabilities of your child!
Documents for admission to class 1. Application to the headmaster of the school. Photocopy of birth certificate. Certificate of residence. Medical card. A photocopy of the medical policy. Social profile of the family.
“Being ready for school does not mean being able to read, write and count. To be ready for school means to be ready to learn all this.” Doctor of Psychology L. A. Weng ep The introduction of Federal State Requirements (FGT) to the structure of the preschool program and the adoption of new Federal State Educational Standards (FGOS) for primary school education is an important stage in the continuity of kindergarten and school.
The task of the Federal State Educational Standard is to teach children to learn independently
- Replacing preschool activities with classes training type. Role-playing game does not occupy a leading place in the life of preschoolers.
- The priority was the intellectual development of the child to the detriment of spiritual and moral education and personal development.
- The category of gifted and capable children is declining, the number of schoolchildren who cannot work independently, are passive, with learning difficulties and simply problem children is increasing.
- The awareness of children has sharply increased. This becomes a factor in the formation of a picture of the world in a child.
- Kids today don't read much.
- Limited communication makes it difficult to assimilate moral norms and moral principles.
- The main educational function.
- The purpose of education should be the spiritual and moral development of the personality of the child.
- GEF is a set of requirements of the family, school, society and the state. Orientation to the result of education.
- The value of training according to the Federal State Educational Standard is the introduction of UUD. The formation of UUD is carried out in the context of different academic disciplines. Each subject, depending on the content and methods of organization learning activities reveals certain possibilities for the formation of certain UUDs.
- GEF means equal starting opportunities and an individual approach to each child.
- The self-worth of childhood is an understanding of childhood as a period of life, significant by what is happening to the child at the moment.
- Kindergarten and elementary school are the most important institutions of socialization
- Primary school, unlike preschool educational institutions, sets educational tasks for the child
- This term means the ability to learn, the ability for self-development and self-improvement through the active and conscious appropriation of a new social experience. And also - this is a set of ways of students' actions that ensure their ability to independently assimilate new knowledge and skills, including the organization of this process.
- Ensuring the student's ability to independently carry out educational activities, set learning goals, seek and use necessary funds and ways to achieve them, monitor and evaluate the process and results of activities
- Creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous learning; ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.
- Personal
- Regulatory
- cognitive
- Communicative All types of UUD are interconnected and interdependent.
- They are of a general educational (above-subject, meta-subject) nature, ensure the integrity of development, the continuity of all levels educational process, underlie any activity of students, including extracurricular activities.
- which include regulatory, cognitive and communicative learning activities. They are considered as the results of the development of the main educational program according to the Federal State Educational Standard. They provide mastery of key competencies that form the basis of the ability to learn.
- Cognitive UUD:
- general educational
- Universal logic
- Statement and solution of the problem
- Personal and social readiness
- intellectual readiness
- Motivational readiness
- Emotionally-volitional readiness.
- Value-normative uncertainty of the adult world (value orientations are blurred);
- Emotional perspective in which the situation of the child growing up takes place (what emotions prevail in society: optimism / pessimism, etc.);
- Dominance of Western culture;
- Influence of techno-evolutionary processes;
- Social inequality of childhood (growth of weak social groups);
- Deformation of the traditional way of the family;
- The destruction of the culture of children's life: the increase in aggression, etc.
Teachers should
Carefully get acquainted with the forms and methods of work in the preschool educational institution, help first-graders quickly adapt to new conditions
Tasks of continuity of kindergarten and school
- Development of curiosity
- Development of the ability to independently solve creative problems
- Formation of creative imagination, aimed at the intellectual and personal development of the child
- Development of communication skills (the ability to communicate with adults and peers
- - creation of continuity and successful adaptation during the transition from kindergarten to school.
- - providing a system of continuous education, taking into account the age characteristics of preschoolers and first graders.
- - creation of favorable conditions in kindergarten and school for the development of cognitive activity, independence, creativity of each child.
- strengthening and maintaining the health of children preparing for schooling.
- - comprehensive development, allowing them to successfully master the school curriculum in the future.
- - creation of favorable conditions for the mental and personal development of the child.
Every child goes to first grade with the hope of a positive. It all depends on how the child was psychologically prepared for school.
Psychological readiness is such a state of the child that allows him to acquire new knowledge, accept new requirements and feel successful in communicating with teachers and classmates.
Insufficient psychological readiness most often occurs for the following reasons:- In preschool childhood, the child played little and communicated with peers;
- · Had a small stock of knowledge about the world around him, was not interested and curious;
- Was anxious and had low self-esteem;
- · There were speech therapy problems that could not be solved by the beginning of schooling;
- · Did not like games and activities that require concentration and the ability to bring the matter to the end.
Organization of succession work
Methodical work with teachers
Working with parents
Work with children
Forms of succession: excursions to the school;- excursions to the school;
- visiting school holidays;
- acquaintance and interaction of preschoolers with teachers and elementary school students;
- participation in joint educational activities, game programs;
- exhibitions of drawings and crafts;
- meetings and conversations with former pupils of the kindergarten;
- joint holidays and sports competitions for preschoolers and first graders;
- participation in theatrical activities;
- attendance by preschoolers of an adaptation course of classes organized at the school.
Work with children
Joint pedagogical councils (preschool educational institution and school);
- joint pedagogical councils (preschool educational institution and school);
- seminars, master classes;
- round tables of preschool teachers and school teachers;
- diagnostics to determine the readiness of children for school;
- interaction medical workers, psychologist preschool educational institution and school;
- open demonstrations of educational activities in preschool educational institutions and open lessons at school;
- pedagogical and psychological observations.
Working with teachers
Joint parent meetings with preschool teachers and school teachers;
- joint parent meetings with preschool teachers and school teachers;
- round tables, discussion meetings, pedagogical "living rooms";
- consultations with teachers of preschool educational institutions and schools; meetings of parents with future teachers;
- open days;
- questioning, testing of parents;
- educational and gaming trainings and workshops for parents
- visual means of communication;
- parent club meetings
Working with parents
Targets for preschool education
Initiative and independence
Confidence in your strength
Positive attitude towards yourself and others
The development of imagination, fantasy, creativity
Ability to obey social norms
Development of gross and fine motor skills
The manifestation of curiosity
Ability to volitional efforts in various activities
Ability to make your own decisions
The targets of the program serve as the basis for the continuity of preschool and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets involve the formation in children preschool age prerequisites for learning activities at the stage of completion of preschool education Active and active
Expected results:
portrait of a kindergarten graduate
- Active and active
- creative
- Curious
- Initiative
- Open outside world, benevolent and responsive
- Positive self-esteem, self-confidence
- Self-esteem
- Used Books:
- From birth to school. The main general educational program of preschool education / Ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva. - M.: Mosaic-Sintez, 2010. - 304 p.
- The program of education and training in kindergarten/ Ed. M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova. - 4th ed., Rev. and additional - M .: Mosaic-Synthesis, 2010. - 232 p.
- Is your child ready for school / A.A. Wenger, A.L. Wenger - M: Knowledge, 1994 - 192 p.
- Federal state educational standard for preschool education //
- Continuity in the work of the preschool educational institution and schools as part of the introduction of GEF IEO in primary school. sch177.pskovedu.ru
- L.N. Kravtsov "Continuity between kindergarten and school in connection with the transition to the second generation of the Federal State Educational Standards". http://kravtsoval.ucoz.ru/publ/2-1-0-17
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Slides captions:
Psychological readiness of children for school The presentation was prepared by: teacher-psychologist Yashina N.V. MDOU No. 7 "Crane"
What is unpreparedness for school education? A child unprepared for school cannot concentrate on the lesson, is often distracted, cannot join the general mode of the class. He shows little initiative, gravitates toward stereotyped actions and decisions, he has difficulty in communicating with adults and peers about learning tasks. Not even all 7-year-olds are ready for school in this sense, although they may be able to read, write and count, not to mention 6-year-olds. “Being ready for school does not mean being able to read, write and count. To be ready for school is to be ready to learn it all.” (Wenger L.A.)
What does the psychological readiness of the child for school mean? How the child is prepared for school will depend on the success of his adaptation, entry into the mode of school life, his academic success and psychological well-being. When they talk about readiness for school, they usually mean that the child must be able to read, retell (he must have developed speech), write (he must have developed fine motor skills), count (have numeracy skills) - this is pedagogical readiness for school. In addition, the child must have a certain level of physical health. Sitting through 4-5 lessons for 40 minutes, and even doing homework is an unusual task for a preschooler - this is physical readiness for school. But, of course, this is not enough.
Social readiness A child entering school must have a certain level of cognitive interests, a readiness to change their social position, and a desire to learn. Those. he should have a motivation for learning - an interest in new knowledge, a desire to learn something new. Also, at the turn of 6 years, the internal position of the student is formed - an emotionally prosperous attitude towards school, a minimal desire for play and entertainment (preschool) elements of activity, the child realizes the need for learning, understands its importance and social significance. But remember that the desire to go to school and the desire to learn are very different from each other. Many parents understand how important it is for a child to want to learn, so they tell their child about the school, about the teachers and about the knowledge acquired at school. All this causes a desire to learn, creates a positive attitude towards school.
Personal readiness To successfully study at school, a child must be able to build relationships with adults that are adequate to the system of education, i.e. he must have developed arbitrariness. On the threshold of school age there is a loss of "childishness". If the level of arbitrariness remains low, then the children do not see the adult's questions as a learning task, but perceive them as an occasion for direct, everyday communication. Such children can interrupt the teacher with a question that is not related to the lesson, Shout out from a place, call the teacher not by name and patronymic, but “Aunt Tanya”. Also, the child should be able to build relationships with peers. Communication between a child and children should not be particularly conflicting, to school age he should easily establish business contacts, treat peers as partners.
Otherwise, it will be difficult for the child to listen to the answer of a classmate, to continue the story started by another, to adequately respond to the success or failure of another child. Communication with other children is important for the formation of the ability to stand on the point of view of another, to accept this or that task as a common one, to look at oneself or one's activities from the outside. Often we can hear from a preschooler: “I am the strongest in the group”, “my drawing is the best”, etc. Preschoolers are characterized by a biased high assessment of themselves and their abilities. This does not come from an excess of self-confidence and arrogance, but is a feature of children's self-awareness. No need to fight with high self-esteem and ahead of time to achieve its adequacy. This should go away by itself as a result of the child passing through the crisis of 7 years.
But some preschoolers have unstable, and sometimes even low self-esteem. This suggests that children experience a lack of attention, love, support, emotional security from adults. Low self-esteem, formed during preschool childhood, can lead to poor performance in school. It generates fear of failure, and in its extreme manifestation - refusal of activity. Such children at school refuse to answer at the blackboard and from their seats. The child is ready to pass for a lazy person than unsuccessful in school.
Intellectual readiness The intellectual aspect of readiness for school is the level of development of the cognitive sphere of the psyche. It affects such mental functions as perception, attention, memory, thinking, speech. Attention: an important indicator of the development of attention is that in the child's activity there appears an action according to the rule - the first necessary element of voluntary attention. An alarming child is 6, and especially 7 years old, who is not able to concentrate on the necessary, but not interesting activity at least 5-10 minutes. Memory: for a child of 6 - 7 years old, such a task is quite accessible - to remember 10 words that are not related in meaning. The first time he repeats 2 to 5 words. You can call the words again and after 3 - 4 presentations the child
usually remembers more than half of the words. If a child of 6-7 years old cannot remember more than 3 words from the 4th presentation, he may need expert advice. By the age of 7, the process of forming arbitrary memorization can be considered complete. Thinking: improved visual-effective thinking (manipulation of objects), improved visual-figurative thinking (manipulation of images and ideas). For example, children this age can already understand what a room plan is. With the help of a group room diagram, children can find a hidden toy. Useful games "Find the treasure", "Labyrinths". And the prerequisites for logical thinking begin to actively form.
Imagination: becomes active - arbitrary. And also the imagination performs another role - affective-protective. It protects the growing, easily vulnerable soul of the child from excessively difficult experiences and traumas.
Game as preparation for school Various games are useful. Even "frivolous" games: in the "hospital", "mothers and daughters", "school". It is especially valuable when several children participate in such games at once. This develops collectivism, the child learns to build relationships, resolve emerging conflicts. Children master adult life, a system of behavior, duties. And most importantly - everything happens without coercion, easily and willingly. Games with plasticine, pencils, etc. are also useful. That is, a place of honor is occupied by modeling, application, drawing, designing. In these classes, an idea of the world, objects, animals, people develops. The ability to mentally represent objects, to “consider” them in the mind, also develops. Later, this will be important in the study of physics, geometry, etc.
Better to do in advance: 1. Introduce the child to his teacher before the official start of classes. 2. Visit his future class several times, let him sit at his desk and consider everything properly so that the environment for the child does not seem unfamiliar, take a walk around the school and the schoolyard together. 3. Try to introduce the child to some of his classmates. 4. Tell your child about the approximate timetable for lessons and the time allotted for lessons, recess, lunch, and when lessons start and end. 5. Ask your child how he feels going to school, about his positive and negative experiences. Try to focus your child's attention on the positive aspects: on interesting activities and the opportunity to make new friends. 6. Tell your child that it is completely normal to feel anxious for the first few days, and that all children experience it without exception.
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