The family of a future first-grader is facing serious changes - the child is preparing to enter school. And in many ways, the success of a child depends on the correct parental position. It is in the first grade that both children and parents take their first exam, which can determine the entire future fate of the child, because a poor start in school often becomes the root cause of all future failures.
Some parents believe that a child can be prepared very quickly just before school by studying hard. But this decision cannot be considered correct, since such “quick preparation” can contribute to the child’s psychological overload. That is why the task of parents, to the best of their abilities and capabilities, is to try prepare your child for school- in advance to improve his further education and prevent school failure.
It is important that a child goes to school physically ready, but psychological readiness is equally important.
The components of psychological readiness are:
Personal readiness;
Willful readiness;
Intellectual readiness.
Personal readiness (motivational and communicative) is expressed in the child’s attitude to school, to learning, to the teacher and to himself. Children should have positive motivation for learning at school. (Motivation is an internal urge to do something)
As a rule, all children want to go to school, hope to be good students and get good grades. But they are attracted by various factors.
Some say: “They will buy me a briefcase, a uniform”, “My friend studies there”... However, these are all external manifestations. It is important that the school attracts with its main goal - education, so that children say: “I want to learn to read”, “I will study well, so that when I grow up, I will become...”
You can determine a child’s motivation in learning with the help of exercises and games. In the room where toys are displayed, invite your child to look at them. Then sit down with your child and read a fairy tale that you have not read before. At the most interesting place, you stop and ask what the child wants: to listen to the story further or to play with toys. The conclusion is this: if a child wants to go play, his play motive prevails. Children with cognitive interest want to listen to the fairy tale further.
The formation of motivational readiness is facilitated by a variety of games where children’s knowledge about school is activated. For example: “Pack up your briefcase,” “I’m going to school,” “What does Dunno have in his briefcase.” So, motivational readiness is the child’s desire to accept a new social role. To do this, it is important that the school is liked for its main goal - education.
Personal readiness includes the ability to communicate with peers and teachers and the desire to be friendly, not to show aggression, to do work together, and to be able to forgive.
Emotionally - volitional readiness - includes the child’s ability to set a goal, plan his actions, evaluate his results, and adequately respond to comments.
The child faces hard, hard work. He will be required to do not only what he wants, but also what is necessary: a regime, a program. Children 6 years old who are psychologically ready for school are able to refuse to play and follow the instructions of an adult.
What is “School Readiness?”
Should I send my child to school next fall or wait another year before starting school? Many parents of six-year-olds and even those who are not yet six are concerned about this issue until the very first of September. The concern of parents is understandable: after all, the success of the child in subsequent years, his attitude towards school, learning and, ultimately, well-being in his school and adult life depend on how successful the beginning of schooling is.
“My child has been reading, counting, and writing simple words since he was three years old. It probably won’t be difficult for him to study in first grade,” you can often hear from parents of six-year-olds. However, the skills acquired by a child in writing, reading and counting do not yet mean that the child is psychologically mature to change activities from play to learning. In addition, the baby’s necessary personal qualities and thinking simply do not have time to develop; there is not enough time or energy.
What is “school readiness”? Usually, when they talk about readiness for schooling, they mean such a level of physical, mental and social (personal) development of a child that is necessary for successfully mastering the school curriculum without compromising his health. So, the concept of “readiness for school” includes: physiological readiness for school, psychological, social or personal readiness for school.
All three components of school readiness are closely interrelated, and deficiencies in each of its aspects, one way or another, affect school performance.
A child is always, regardless of age, ready to acquire new knowledge, that is, ready to learn, even if we do not specifically train him. Why, then, do some children have problems of various kinds when studying at school? This can be explained by the following reasons:
1. A modern school cannot educate all children, but only those who have certain characteristics, although all children are capable of learning.
2. The school, with its own standards, teaching methods and regime, places very specific requirements on the first-grader. These requirements are strict, conservative, and children have to adapt to school without waiting for changes from the school.
3. Different children come to school, but the same requirements are imposed on everyone.
What should a child who is preparing for school know and be able to do?
1 . Last name, first name and parents' name;
2. Your age (preferably date of birth);
3. Your home address; country, city in which he lives, and main attractions;
4. Seasons (their number, sequence, main signs of each season; months (their number and names), days of the week (their number, sequence);
5. Be able to identify the essential features of objects in the surrounding world, and on their basis classify objects into the following categories: animals (domestic and wild), countries (southern and northern); birds, insects, plants (flowers, trees), vegetables, fruits, berries; transport (land, water, air); clothes, shoes and hats; dishes, furniture, and also be able to divide objects into two main categories: living and non-living;
6. Distinguish and correctly name planar geometric shapes: circle, square, rectangle, triangle, oval;
7. Use a pencil: draw vertical and horizontal lines without a ruler, carefully paint over, shade with a pencil, without going beyond the contours of objects;
8. Freely navigate in space and on a sheet of paper (right - left, top - bottom, etc.);
9. Compose a whole from parts (at least 5-6 parts);
10. Be able to fully and consistently retell a listened or read work, compose a story based on a picture; establish the sequence of events;
11. Remember and name 6-8 objects, pictures, words.
Consultation “Child’s readiness for school”
Soon our children will go to school. And each of you would like his child to be as well prepared for school as possible. What does this mean when a child is ready for school?
We offer you a short test where you will determine the main indicators of your child’s readiness for school. This is something that must be formed and developed in a child, something that will help him study well at school.
II. Pyramid test.
Parents are divided into several working groups of 5-7 people
They are offered the following task: You are offered cards with various indicators written on them. On the first (top) line you need to put the indicator that you consider the most important. On the second one you put the 2 most important of the remaining indicators. On the third - three. On the fourth - two. For the fifth – one indicator.
You should end up with a pyramid like this:
The following indicators of children's readiness for school are offered to parents:
Ability to communicate with adults and peers
Independence
Perseverance
Health status
Ability to think logically
Ability to organize a workplace
Development of speech and memory
The test result is summed up (what parents put in first, second, etc. place)
III. We can roughly identify several indicators of a child’s readiness for school:
Psychological readiness: ability to communicate with adults and peers; the ability to manage one's behavior; ability to organize a workplace and maintain order; desire to overcome difficulties; desire to achieve results of one’s activities; orientation in the surrounding world; stock of knowledge acquired in the system; desire to learn new things; development of speech and thinking.
Physical readiness: health status; physical development; development of basic movements.
IV. The ability to read, count and write, of course, is not enough to prepare a child for school. We saw this from your profiles and “pyramids”. It is equally important to cultivate strong-willed qualities in a child: independence, responsibility, perseverance. Agree, without them it is impossible to successfully study at school. These qualities are cultivated not only in classes, but also in other activities.
What is school maturity (or psychological readiness for school)? Traditionally, there are three aspects of school maturity: intellectual, emotional and social. Intellectual maturity for the age of 6-7 years is the ability to distinguish a figure from the background, the ability to concentrate attention, establish connections between phenomena and events, the ability to remember logically, the ability to reproduce a pattern, as well as the development of subtle hand movements and their coordination. Emotional maturity is the weakening of immediate, impulsive reactions and the ability to perform not very attractive work for a long time, that is, the development of voluntary behavior. Social maturity implies the need to communicate with peers and the ability to subordinate one’s behavior to the laws of children’s groups, the ability to accept the role of a student, the ability to listen and follow the teacher’s instructions. Thus, the basis for readiness for school is a certain necessary level of development of the child, without which he cannot study successfully at school (look at our picture).
Can any child go to school and study successfully? Obviously this is not the case. The fact is that the development path of each child is individual. Some people begin to walk earlier than others, but then do not speak for a long time; others, on the contrary, do not know how to smile, but they begin to speak in whole phrases, and even remember letters. Therefore, children come to school age with a different amount of experience - knowledge, skills, habits. Subsequently, each of them will learn to read and count and, perhaps, even become literate, but by the time they enter school, it is more important to have not specific developed skills, but the ability to perceive and assimilate new material, that is, the child’s ability to learn.
So, since school maturity, like all child development in general, is subject to the law of uneven mental development, each child has his own strengths and areas of greatest vulnerability. So that you can assess your child’s readiness yourself, we offer you a short test. Is your child ready for school?
Test for parents
1. Does your child want to go to school?
2. Is your child attracted to school because he will learn a lot there and it will be interesting to study there?
3. Can your child do anything independently that requires concentration for 30 minutes (for example, building a construction set)?
4. Is it true that your child is not at all embarrassed in the presence of strangers?
5. Can your child write stories based on pictures that are no shorter than five sentences?
6. Can your child recite several poems by heart?
7. Can he change nouns according to numbers?
10. Can he solve simple problems involving subtraction or addition of one?
11. Is it true that your child has a steady hand?
12. Does he like to draw and color pictures?
13. Can your child use scissors and glue (for example, make appliqué)?
14. Can he assemble a cut-out picture from five parts in one minute?
15. Does the child know the names of wild and domestic animals?
16. Can he generalize concepts (for example, call tomatoes, carrots, onions in one word “vegetables”)?
17. Does your child like to do things independently - draw, assemble mosaics, etc.?
18. Can he understand and accurately follow verbal instructions?
Possible test results depend on the number of affirmative answers to the test questions. If it is:
^ 15-18 points- we can assume that the child is quite ready to go to school. It was not in vain that you studied with him, and school difficulties, if they arise, will be easily overcome;
^ 10-14 points- you are on the right path, the child has learned a lot, and the content of the questions to which you answered in the negative will tell you where to apply further efforts;
^ 9 or less- read specialized literature, try to spend more time studying with your child and pay special attention to what he does not know how to do.
The results may disappoint you. But remember that we are all students in the school of life. A child is not born a first-grader; school readiness is a set of abilities that can be exercised. The exercises, tasks, games you have chosen for your child’s development can be easily and cheerfully done with mom, dad, grandmother, older brother - with anyone who has free time and the desire to study. When selecting tasks, pay attention to your child’s weaknesses. It is useful that he still knows how to read and write a little, and count - if the child is ahead of the requirements of the program, he will feel better at school.
You can give free rein to your imagination and modify the tasks, or you can strictly follow the instructions - in any case, your child is growing and approaching school. But please remember a few simple rules:
Activities with your child should be mutually voluntary.
Their duration should not exceed 35 minutes.
Do not try to give your child tasks if he is tired.
Try to keep your classes regular - brainstorming when preparing for school is not very effective.
If you are afraid for your child’s success, we advise you not to focus on developing specific skills - you should not “train” him to add and subtract, or read syllables. Teaching methods in elementary school are constantly changing, there are many proprietary programs, and your efforts may go against them, which will only complicate your child’s education in the future. It will be much more useful to use general developmental exercises that are useful for strengthening perception, memory, attention, and fine motor skills of the hands. Teach your child to pay attention to how words sound - invite him to clearly repeat words, both Russian and foreign, familiar and unfamiliar ("electrification", "magistracy", etc.). Learn poetry, tongue twisters and write fairy tales with him. Ask them to repeat the text they heard by heart and retell it in their own words. Remember collective games like “The lady sent a hundred rubles”, “I was born a gardener...” - they develop voluntary action, concentration, and enrich children’s speech reserves.
It is very useful to remember various objects, their quantities and relative positions; Draw your child’s attention to the details of the landscape and surroundings. Don’t forget to often ask him to compare different objects and phenomena - what they have in common and how they differ. Encourage your child to memorize a sequence of numbers (for example, telephone numbers). Labyrinth games in which you need to “trace” a character’s path, as well as a task to compare two almost identical drawings, are a good way to stimulate the development of concentration.
Do not neglect activities that develop and strengthen small hand movements: modeling, drawing, appliqué, playing with construction sets like LEGO - all this creates the prerequisites for the formation of good handwriting and contributes to the development of the child’s thinking. Use available tools - you can separate peas from corn or beans, sort buttons, arrange matches.
And, no matter how your child’s objective progress progresses, try to create a healthy mood before school, in which he would strive for knowledge, not be afraid of bad grades and be confident that, whether he is an excellent student or a poor student, he is still your favorite!
Is your child ready to go to school?
As a rule, parents of future first-graders are concerned about many questions: whether their child can study well at school, whether he is developed enough, what he should be able to do before entering school.
With this test you can try to assess your child's readiness for school.
Answer the questions "Yes" or "No"
Does your child often express his desire to go to school?
Is your child more attracted by the attributes of school (bag, books, new “adult” position) than by the opportunity to learn more and learn a lot?
Do you think that your child is sufficiently diligent and attentive when completing a task that is not too attractive for him?
Is your child sociable with both children and adults?
Are you not sure that your baby is able to remember well and carry out verbal instructions (for example, over the phone)?
Your child cannot be alone for a minute or do anything on his own?
Are your child's toys and personal belongings always in disarray, and are you tired of reminding him to put them away?
Can your child compare numbers and objects?
Does he know simple geometric shapes (circle, square, triangle, rectangle, oval)?
Can the child identify significant features in objects (for example, “the bird has a beak, feathers”)?
Can your child combine concepts of the same type, gender, character in one word (for example, call the words boots, shoes, boots with one word “shoes”)?
Will your child be able to come up with words with the opposite meaning for the given word (for example, “hot - cold”)?
Can he compose a story using 5-7 pictures?
Does your child recite poetry and tell fairy tales with difficulty and without any pleasure?
Is it true that your child is not confident enough to use a ballpoint pen?
Does your child like to make things using glue, scissors, and tools?
Does he enjoy coloring or drawing?
Are your child's drawings usually sloppy, sprawling and unfinished?
Can your child easily assemble a picture cut into several parts?
Can your child come up with a word for the proposed word so that they are connected in meaning, as the words in the sample are connected (for example, “tree - branches”, “book - pages”)?
Do you think that your baby is incurious and poorly informed?
Match your answers with the key
If you answered “Yes” to questions 1, 3, 4, 5, 8, 9, 10, 11, 12, 13, 14, 15, 16, 19, 20, 22, 23, then award 1 point for each answer .
If you answered “No” to questions 2, 6, 7, 17, 18, 21, 24, then add 1 more point for each answer.
Calculate your total points.
If it is:
20-24 points – Your child is ready for school. He will cope with all school difficulties. Make sure that he does not lose interest in school and in acquiring new knowledge.
15-19 points – You should pay more attention to your baby. The content of the test questions or the tasks in it will help you choose the right direction of work with your child. Don't despair, your baby is almost ready to go to school.
14 or less points – The best advice for you would be the saying: “Patience and work will grind everything down.” Your baby is waiting for help and cooperation. Immerse yourself in educational, entertaining games with him. All this will help the child achieve success and go to school prepared
School readiness criteria:
FINE MOTOR SKILLS (hand development)
Children should be able to:
Fasten buttons, tie shoelaces;
Draw straight and unwavering lines;
“see the line” and write in it;
See the cells and accurately draw a drawing along them;
Draw along the line, tearing off the pencil no more than three times, without repeatedly pointing at the same place, without pressing hard on the paper.
^ MATHEMATICAL KNOWLEDGE:
Children should know:
Composition of the numbers of the first ten (from individual units);
Composition of numbers from two smaller ones;
^ QUANTITY AND ACCOUNT.
Children should be able to:
Name numbers in forward and reverse order;
Correlate the number and number of objects;
Use cardinal and ordinal numbers correctly;
Compare numbers within 10;
Determine which number is greater (less) than another;
Place objects in ascending and descending order;
Equalize an unequal number of objects in two ways (add, remove).
VALUE
^ Children should be able to:
Compare by length, height, width;
Focus on a piece of paper;
Distinguish the shape of objects: round, triangular, quadrangular;
Compose large figures from several triangles and quadrangles;
Measure the length of objects using a conventional measure;
Compare up to 10 objects of different sizes;
Divide a circle or square into 2 and 4 equal parts.
^ Children should be able to:
Distinguish and name the parts of the day and their sequence;
Understand the meaning of the concepts “yesterday”, “today”, “tomorrow”;
Know the days of the week, their sequence;
Be able to name the months of the year.
EXPERIENCE WITH NATURE. Inanimate nature.
^ Children should:
Have an idea of seasonal changes in nature;
Determine the weather conditions: sunny, cloudy, windy, rainy, snowing.
^ ANIMAL WORLD.
About domestic and wild animals;
About migratory and wintering birds;
On the dependence of changes in living nature on changes in inanimate nature.
^ PLANT WORLD.
Children need to have an idea
About the conditions necessary for plant growth;
About wild berries and mushrooms;
About vegetables and fruits;
About trees, shrubs and flowers.
^ OBJECT WORLD
Children should be able to:
Compare, group, classify objects;
Name the materials from which they are made;
Understand the meaning of generalization words
^ ME AND SOCIETY.
Children should know:
The name of our country and its capital;
Name of hometown;
Have an idea about national holidays.
^ TRAFFIC RULES.
Children should:
Distinguish between the roadway and the sidewalk;
Understand the meaning of traffic lights;
Know the rules of the road.
At 6-7 years old, a child should be able to:
Attention-
complete the task without distraction for about 15 minutes; find 5-6 differences between objects; keep 8-10 objects in the field of vision; perform the task independently quickly and correctly according to the proposed model; copy a pattern or movement exactly.
Memory
– remember 8-10 pictures; recite literary works, poems, the contents of a painting from memory; repeat the text exactly, consisting of 3-4 sentences.
Thinking
– determine the sequence of events, put together a cut picture of 9-10 parts; find and explain inconsistencies in drawings; find and explain the differences between objects and phenomena, find an extra one among the proposed objects, explain your choice.
Mathematics
- name numbers in forward and reverse order; correlate the number and number of objects; compose and solve one-step problems involving addition and subtraction; use arithmetic symbols; measure the length of objects using a conventional measure; navigate on a sheet of paper; determine time by clock.
^ Speech development
– pronounce all sounds correctly; determine the place of a sound in a word; use complex sentences of different types in speech; compose stories based on a plot picture or series of pictures, from personal experience, of at least 6-7 sentences; make sentences of 5-6 words, divide simple sentences into words; divide words into syllables.
^ Development of fine motor skills
– be fluent in using a pencil and brush using different drawing techniques; depict several objects in a drawing, unite them with a single content; shade or color drawings without going beyond the contours; navigate in a notebook with a square or line; convey in a drawing the exact shape of an object, proportions, arrangement of parts.
^ Getting to know your surroundings
- state your first name, last name and patronymic, first and patronymic of your parents; the name of your hometown (village), capital, homeland; sequence of seasons, parts of the day, days of the week; name the spring, summer, autumn, winter months; distinguish predatory animals from herbivores, migratory birds from wintering birds, garden flowers from wildflowers, trees from shrubs; name all natural phenomena, the name of our planet and satellite of the Earth.
So, I’ll start by listing what a child needs to be successful in school: voluntary attention, the ability to understand cause-and-effect relationships, the ability to express one’s thoughts and ask questions, the ability to remember, the ability to generalize, the ability to highlight essential features and ignore unimportant ones, the ability to follow instructions, sufficiently developed fine motor skills, and of course the desire to learn, a positive attitude and the formation of the so-called student attitude. These are the things that a school psychologist looks at when diagnosing a child’s readiness for school. I’ll tell you in more detail what it is and how to develop it.
Voluntary attention- this is the ability to concentrate on what does not attract attention right now, the ability to continue doing what has become difficult or boring. It is often contrasted with direct attention, that is, a reaction to something new, interesting, unexpected, to something that cannot fail to attract attention. So, during the transition to systematic schooling, the child will have to do mathematics during the mathematics lesson, and not when he wanted it. This skill is called voluntary attention.
How to develop: voluntary attention begins to form no earlier than a certain age, which means that at 3-4 years old it is useless to demand this from a child. However, in order for a child to learn over time to concentrate on what is not very interesting to him right now, it is important to follow several rules when raising him. Firstly, it is very important to teach the child not to quit what he has started, but to try to complete it, even if such completion is simply cleaning, it is important that the child does not quit his activity as soon as he gets bored with it, but devotes a little more time to it after. Secondly, it is important to give the child time for independent study, when he can occupy himself.
Understanding cause and effect relationships- this is logic, or rather its very beginning, logic in the everyday understanding. The child must understand that if he sees a snowman and the sun in the same picture, then the picture where the sun is there and the snowman has almost melted logically follows the first one, since the sun is the reason the snowman melts. This means that the child must be able to identify cause and effect when talking about an event or when discussing a picture or story, and must be able to answer the question “Why?”
How to develop: The first and main way of development is your conversations with your child, reading a book, discuss what happened and why, make sure that the child understands the logic of the story. The same can be done when watching movies/cartoons and when discussing events of the day. Well, in addition, there are many tasks where you need to build an orderly row from individual pictures and use it to tell a story about what happened.
Speech development(the ability to express one’s thoughts and ask questions) - this includes vocabulary, the ability to construct detailed sentences, and understanding jokes.
How to develop: Nothing can be more useful for speech development than communicating with a child. Talk more, read books, explain unknown words, encourage your child to express his opinion and come up with his own explanations for incomprehensible facts.
Memory- this includes both direct memorization and indirect, that is, memorization with additional help, for example, a drawing.
How to develop: Learn poems with your child, discuss events that happened during the day, look at photos from trips and ask your child to remember where it was and what else happened on the trip. There are also many games for developing attention and memory, for example this one: from 7 to 10 objects are placed in a row, the child looks at them, then closes his eyes, one object is removed and the rest are swapped, the task is to name the missing object. Or the well-known memory games. Games also work well where everyone calls words in a circle or makes up a story together, with each subsequent player repeating everything said before him.
Ability to classify, highlighting essential features and ignoring unimportant ones- for preschoolers this comes down mainly to knowing the names of concepts such as furniture, clothing, vegetables, fruits and the ability to classify an object into a specific class. Or select all triangles regardless of their color and size.
How to develop: This is again done in everyday communication when you discuss what the child sees and what is happening in his life. But in addition, various games are possible, when we name in turn all the vegetables or fruits or insects known to us. If the child is old enough (5-6 years old), you can simply tell him about the existence of these categories and name generalizing concepts.
Ability to follow instructions- implies the ability to hear the teacher and follow his commands, and these commands can contain from one to 4-5 steps.
How to develop: Again, I will say that this skill is formed in everyday life with a child, when you ask him to do something, he learns to follow instructions, sometimes you ask him to do two or three things in succession. But if you think that this may become difficult at school, you should play games at home in advance on executing several commands, at the same time you will train your memory.
Fine motor skills- this is the ability to hold a pen or pencil and perform all sorts of small actions with your fingers; I’ll also add the fitness of the hand in general to make it easier to write.
How to develop: drawing, coloring, shading, tracing, as well as modeling, mosaic, embroidery, sewing, knitting and even cooking - all this trains the hand and indirectly prepares it for writing.
The desire to learn, a positive attitude and the formation of the so-called student position- this means that the child understands what school is, what will happen there and wants to learn. In addition, he understands that a student is such a separate important role, it is not the same as a son or grandson.
How to form: First, you need to understand how you really feel about school; if you are afraid of it or treat it with disdain, the child will inevitably feel your attitude. The second important thing is to keep your child curious and active. Children naturally want to know everything and understand everything; if you do not interfere with them, but rather support and encourage them in this, then they will be ideally prepared for school. To help you and your child become interested in the world, there are many books with experiences and experiments, they are very helpful in maintaining curiosity. And of course, it is important, on the one hand, to let the child understand that school is serious, without scaring him, on the other hand, with the complexity and inevitability of the process. Stories about your school experiences or books on the same topic can help here. If the child is interested, you can start playing school in advance, giving him the opportunity to be both a student and a teacher.
So, to summarize, I will say that in general, the development of a child, if it occurs harmoniously, inevitably leads to the fact that by the age of 7 he will be ready for school, but nevertheless, it seems to me important to pay special attention to this issue, since our modern world is oversaturated with various information and stimuli, a child may get lost in all of this and may need help in developing learning skills and developing basic mental processes such as memory, attention and thinking
Moral readiness:
Psychological readiness:
Mental readiness:
- The most important indicators are the development of thinking and speech.
- Be able to serve yourself.
Tips for parents:
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“Consultation for parents: “Preparing your child for school””
Consultation for parents on the topic:
"Preparing children for school."
Preparing children for school is a very pressing problem for parents whose children attend the preparatory group of a kindergarten. Considering that some children are prepared for school in kindergarten, others in additional education institutions, and others in the family, they come to school with different levels of knowledge. A primary school teacher is faced with the task of “leveling up” their knowledge and skills. However, this is not the main problem that teachers complain about. Children have different individual capabilities and abilities, so it is natural that they have different levels of preparation.
The problem is that the approach of teachers and parents to the concept of “school readiness” differs. Parents believe that if they teach their children to count and write before school, this will be the key to their successful studies. However, according to numerous studies by educational psychologists, “correct” training should be focused on play activities, physical, physiological and psychological development of the preschooler. Physiologists have proven that the development of fine motor skills activates the development of the speech center. Therefore, in preschool age, it is useful for a child to sculpt, make compositions from small parts, design, and color with pencils. It is equally important to develop the ability to listen, speak, communicate among others like yourself, and be able to organize your activities.
But the most important condition for successful learning in primary school is that the child has appropriate learning motives: i.e. attitude towards learning as an important, significant matter, desire to acquire knowledge, interest in certain academic subjects.
Only the presence of sufficiently strong and stable motives can motivate a child to systematically and conscientiously fulfill the duties imposed on him by the school. The prerequisites for the emergence of these motives are, on the one hand, the general desire that forms towards the end of preschool childhood to go to school, to acquire the honorable position of a student in the eyes of children and, on the other hand, the development of curiosity, mental activity, which is manifested in a keen interest in the environment,
in an effort to learn new things.
Experts identify 4 criteria for school readiness:
physical
moral
psychological
mental
Physical fitness:
According to the sanitary and epidemiological rules SanPin 2.42.1178-02 “Hygienic requirements for learning conditions in general education institutions,” children of the seventh or eighth year of life are admitted to the first grades of schools at the discretion of the parents, based on the conclusion of the medical-psychological-pedagogical commission on the child’s readiness for learning.
A prerequisite for admitting children in their seventh year to school is that they reach at least six and a half years of age by September 1. Education for children under six and a half years old at the beginning of the school year is carried out in a kindergarten.
Moral readiness:
Ability to build relationships with adults.
Ability to communicate with peers.
Politeness, restraint, obedience.
Attitude towards oneself (lack of low self-esteem).
You cannot compare your child's achievements with the achievements of other children. You cannot force a child to work for a “grade.” We need to praise our children more often, even for the slightest successes.
Psychological readiness:
This is a strong desire to learn, to gain knowledge; understanding the importance and necessity of learning; showing expressed interest in acquiring new knowledge;
This is the ability to listen to the teacher and carry out his tasks (not always interesting);
Ability to communicate with peers and adults (the child makes contact easily, is not aggressive, knows how to find a way out of problematic communication situations, recognizes the authority of adults);
This is a certain level of development of thinking, memory, attention.
Mental readiness:
The most important indicators are the development of thinking and speech.
It is very useful to teach a child to build simple reasoning, to draw conclusions from what he read, saw, heard, using the words: “because”; “if, then”; "That's why".
Teach kids to ask questions. It is very useful. Thinking always begins with a question.
Speech is the basis on which the educational process is built. Mastery of monologue speech is especially important. For a child, this is a retelling. After reading, ask your child a few questions about the content and ask them to retell it.
In accordance with the program of the preparatory group of a kindergarten, when registering for first grade, a child must:
Know your first name, last name, address, names of family members.
Know the seasons, names of months, days of the week, be able to distinguish colors.
Be able to count groups of objects within 10.
Be able to increase and decrease a group of objects by a given amount, be able to equalize many objects.
Be able to compare groups of objects (more, less, equal).
Be able to combine objects into groups: furniture, vehicles, clothes, shoes, plants, animals, etc.
Be able to find the “extra” one in a group of objects (for example, remove a flower from the “clothing” group).
Have a basic understanding of the world around you: about professions, about objects of living and inanimate nature, about the rules of behavior in public places.
Have spatial representations: right-left; top bottom; straight, around, under-over; because of; from under something.
Be able to communicate kindly with other children
Listen to adults and be able to follow their orders.
Be able to serve yourself.
Tips for parents:
Develop your child’s perseverance, hard work, and ability to get things done
Develop his thinking abilities, observation, inquisitiveness, and interest in learning about his surroundings. Give your child riddles, make them up with him, and conduct basic experiments. Let the child reason out loud.
If possible, do not give your child ready-made answers, force him to think and explore
Put your child in front of problematic situations, for example, ask him to find out why yesterday it was possible to sculpt a snowman out of snow, but today it is not.
Talk about the books you read, try to find out how the child understood their content, whether he was able to understand the causal connection of events, whether he correctly assessed the actions of the characters, whether he is able to prove why he condemns some characters and approves of others.
Readiness to learn at school is considered at the present stage of development of psychology as a complex characteristic of a child, which reveals the levels of development of psychological qualities that are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.
Physiological readiness of the child for school.
This aspect means that the child must be physically ready for school. That is, his state of health must allow him to successfully complete the educational program. Physiological readiness implies the development of fine motor skills (fingers) and movement coordination. The child must know in which hand and how to hold the pen. And also, when entering first grade, a child must know, observe and understand the importance of observing basic hygiene standards: correct posture at the table, posture, etc.
Psychological readiness of the child for school.
The psychological aspect includes three components: intellectual readiness, personal and social, emotional-volitional.
1. Intellectual readiness for school means:
By the first grade, the child should have a stock of certain knowledge (we will discuss them below);
He must navigate in space, that is, know how to get to school and back, to the store, and so on;
The child must strive to acquire new knowledge, that is, he must be inquisitive;
The development of memory, speech, and thinking should be age-appropriate.
2. Personal and social readiness implies the following:
The child must be sociable, that is, be able to communicate with peers and adults; there should be no aggression in communication, and in case of a quarrel with another child, he should be able to evaluate and look for a way out of a problematic situation; the child must understand and recognize the authority of adults;
Tolerance; this means that the child must respond adequately to constructive comments from adults and peers;
Moral development, the child must understand what is good and what is bad;
The child must accept the task set by the teacher, listening carefully, clarifying unclear points, and after completion he must adequately evaluate his work and admit his mistakes, if any.
3. The child’s emotional and volitional readiness for school presupposes:
The child’s understanding of why he goes to school, the importance of learning;
Interest in learning and acquiring new knowledge;
The child’s ability to perform a task that he does not quite like, but the curriculum requires it;
Perseverance is the ability to listen carefully to an adult for a certain time and complete tasks without being distracted by extraneous objects and activities.
Child's cognitive readiness for school.
This aspect means that the future first-grader must have a certain set of knowledge and skills that will be needed to successfully study at school. So, what should a child of six or seven years old know and be able to do?
1) Attention.
Do something without distraction for twenty to thirty minutes.
Find similarities and differences between objects and pictures.
Be able to perform work according to a model, for example, accurately reproduce a pattern on your own sheet of paper, copy a person’s movements, and so on.
It's easy to play games that require quick reactions. For example, name a living creature, but before the game, discuss the rules: if the child hears a domestic animal, then he must clap his hands, if a wild animal, he must knock his feet, if a bird, he must wave his arms.
2) Mathematics.
Numbers from 0 to 10.
Count forward from 1 to 10 and count backward from 10 to 1.
Arithmetic signs: "", "-", "=".
Dividing a circle, a square in half, four parts.
Orientation in space and on a sheet of paper: “right, left, above, below, above, below, behind, etc.
3) Memory.
Memorizing 10-12 pictures.
Reciting rhymes, tongue twisters, proverbs, fairy tales, etc. from memory.
Retelling a text of 4-5 sentences.
4) Thinking.
Finish the sentence, for example, “The river is wide, and the stream...”, “The soup is hot, and the compote...”, etc.
Find an extra word from a group of words, for example, “table, chair, bed, boots, chair”, “fox, bear, wolf, dog, hare”, etc.
Determine the sequence of events so that first and what comes later.
Find inconsistencies in drawings and fable poems.
Put together puzzles without the help of an adult.
Together with an adult, make a simple object out of paper: a boat, a boat.
5) Fine motor skills.
Correctly hold a pen, pencil, brush in your hand and regulate the force of their pressure when writing and drawing.
Color objects and shade them without going beyond the outline.
Cut with scissors along the line drawn on the paper.
Perform applications.
6) Speech .
Compose sentences from several words, for example, cat, yard, go, sunbeam, play.
Understand and explain the meaning of proverbs.
Compose a coherent story based on a picture and a series of pictures.
Expressively recite poetry with correct intonation.
Distinguish between letters and sounds in words.
7) The world around us.
Know the basic colors, domestic and wild animals, birds, trees, mushrooms, flowers, vegetables, fruits and so on.
Name the seasons, natural phenomena, migratory and wintering birds, months, days of the week, your last name, first name and patronymic, the names of your parents and their place of work, your city, address, what professions there are.
Consultation for parents
Topic: “What your child says.”
A child’s speech does not arise by itself. It develops gradually, sometimes with significant difficulties, only thanks to the efforts of adults. Unfortunately, it happens that parents pay attention to their child’s poor speech too late. I remember such a case. The mother sought advice from a speech therapist. “My daughter is in first grade, but she cannot read and write correctly. She writes in such a way that children laugh, because she is not stupid and hears well.” After a conversation with her mother, it turned out that the girl had never learned to speak correctly before entering school. But my parents didn’t care then. On the contrary, they liked it when she lisped, they thought it was funny and did not correct her. They didn’t talk to her much, didn’t read books or poems. They thought she would learn everything at school. As a result, the girl had speech underdevelopment, which always makes learning to read and write difficult. Therefore, I would like to tell parents how the child’s speech develops. When to talk to your child. From the very first days of his life. And in a month you will be happy to see that the child responds to your sounds. From six months, the child already begins to understand individual words and phrases and associate them with objects. It is clear that he needs to be taught this too. It should be remembered that the baby can only learn new words and phrases from you, and only you will want to pronounce them. And the task of adults is to encourage the child’s speech and enjoy it. If you fail to arouse your baby’s interest in speech, his speech development will slow down, as well as his mental development. When encouraging a child to speak, you need to constantly ask him questions. There is more opportunity to enrich children's vocabulary. It is very important to encourage your child to ask questions. Books are read to a three-year-old child. These are basically books consisting of pictures with short texts. Adults explain the illustrations to the child, asking him to show, for example, where the car is, where the big house is, and where the small one is, etc. It is necessary to learn a short poem with your child, tell or read easy-to-understand fairy tales and stories. Then the baby reproduces the content of what he heard, answering questions. Thus, the child develops both speech and memory.
Parents should listen patiently and carefully to the child, helping him with questions and hints. Children should not be encouraged to memorize fairy tales, nursery rhymes, or tongue twisters that are too difficult for them. Some children may have a very quiet voice. This is usually observed in children who are physically weak, timid, and shy. In this case, it is good to start a conversation with the child at a great distance. Unnoticeably, the baby will begin to strengthen his voice. You also need to encourage him to read poetry, tell fairy tales, moving to the other end of the room. But you should never encourage a child to speak loudly. Only encouragement and gentle persuasion will lead to the desired result.
Consultation for parents of the preparatory group.
First grade, or how to prepare your child for school.
Spring is a time of special troubles for the families of future first-graders. Back to school soon.
Preparing for school is a multifaceted process. And it should be noted that you should start working with children not only immediately before entering school, but far before that, from early preschool age. And not only in special classes, but also in children’s independent activities - in games, in work, in communication with adults and peers.
In kindergartens, children acquire counting and reading skills, develop thinking, memory, attention, perseverance, curiosity, fine motor skills and other important qualities. Children receive the concepts of morality and a love of work is instilled. Children who do not go to kindergarten and do not receive appropriate preparation for school can enroll in the “Pochemuchki” club at the Children's Creativity Center.
Readiness for school is divided into physiological, psychological and cognitive. All types of readiness must be harmoniously combined in a child. If something is not developed or not fully developed, then this can cause problems in learning at school, communicating with peers, learning new knowledge, and so on.
We train the child's hand.
It is very important to develop a child’s fine motor skills, that is, his hands and fingers. This is necessary so that the child in the first grade does not have problems with writing. Many parents make a big mistake by forbidding their child to pick up scissors. Yes, you can get hurt with scissors, but if you talk to your child about how to handle scissors correctly, what you can do and what you can’t do, then the scissors will not pose a danger. Make sure that the child does not cut randomly, but along the intended line. To do this, you can draw geometric shapes and ask your child to carefully cut them out, after which you can make an applique from them. Children really like this task, and its benefits are very high. Modeling is very useful for the development of fine motor skills, and children really like to sculpt various koloboks, animals and other figures. Learn finger exercises with your child - in stores you can easily buy a book with finger exercises that are exciting and interesting for your child. In addition, you can train a preschooler’s hand by drawing, shading, tying shoelaces, and stringing beads.
An important task for parents is to teach their child to finish what they have started, whether it be labor or drawing, it doesn’t matter. This requires certain conditions: nothing should distract him. Much depends on how the children prepared their workplace. For example, if a child sat down to draw, but did not prepare everything necessary in advance, then he will be constantly distracted: he needs to sharpen pencils, select the appropriate piece of paper, etc. As a result, the child loses interest in the plan, wastes time, or even leaves the task unfinished.
The attitude of adults towards children's affairs is of great importance. If a child sees an attentive, friendly, but at the same time demanding attitude towards the results of his activities, then he himself treats them with responsibility.
From the moment your child first crosses the threshold of school, a new stage of his life will begin. Try to start this stage with joy, and so that it continues throughout his entire education at school. The child should always feel your support, your strong shoulder to lean on in difficult situations. Become your child's friend, adviser, wise mentor, and then your first-grader in the future will turn into such a person, into such a person of whom you can be proud.
Consultations for parents
“Put your heart on reading.”
A child of the seventh year of life, having learned to read, independently comprehends the “Turnip” known to him from an early age and reflects on the fairy tale: “And why would you plant such a turnip that you cannot pull out yourself! And these! They came running, calling each other, fussing, and everyone was so helpless. I don’t like this fairy tale!”
They, today's children, don't like many things in a work of art: the fact that in Pushkin's fairy tale about the fisherman and the fish the old woman is blamed. Why scold her: we lived with an old man for 30 years and three years, gained nothing, and after that she should treat him well! And the fact that Kolobok turned out to be so stupid: he should have not obeyed the Fox, but replaced her with someone who was younger, who heard better, then he would have remained alive. I also don’t like the fact that Kashtanka, having shown her canine essence, rushes towards the voice of her old owner, forgetting about her position as a prima in the circus arena, hearty food, carpets and amenities in the house of the new owner: where she rushes, then: to the fields, shavings, kicks !
Today's children see life depicted in a work of art differently, they consider other values to be priorities, they have different judgments about what was and what is, and we, adults, know this, but we cannot understand the world of a child at the end of the 20th century, because that we don't want to. We still maintain that “Turnip” is a fairy tale about friendship, about the power of a team capable of jointly doing a great thing that is beyond the power of one, without thinking about what the baby thinks about it.
Our communication with a child in the process of reading a work of fiction often either does not involve any conversation about what was read, or takes the form of a dictate: understand like me, think like me. The result of such communication is not only an almost complete loss of interest in reading, in thinking about what they read (according to researchers, only 2 to 8% of schoolchildren love to read and consider reading to be their leading activity), but also the education of a new human generation - indifferent to everything in the world of conformists. This process begins in the family, preschool educational institution and successfully continues at school, upon completion of which the child learns: you need to say not what you think, but what they want to hear from you.
Adults' dissatisfaction can and is caused by children's fantasies based on an involuntary phonetic distortion of what they read. Many children believe that in folk tales there is some unfortunate Dobran, whom everyone chews, because this is how they hear the well-known ending: “They began to live and prosper and make good things.”
In a preschool child, speech hearing is in the process of development. The baby does not always distinguish the sounds of speech and cannot always follow a continuous stream of words. Sometimes it is unclear to him both the meaning of each individual word, heard for the first time or in an unusual combination, and the meaning of the phrase as a whole. A preschooler’s vocabulary and life experience are not so large as to be able to perfectly navigate the spoken text. As a result, what he hears is interpreted in his own way, in a way that only he understands. What the baby created is deeply individual, imaginative, and colorful. Behind a misunderstood word or phrase, sometimes there arises a whole world of children’s visions, in which the child feels comfortable because it has become close and distinct to him.
A literary work now has many substitutes: audio, video, television programs, computer games. They are bright, exciting, and their impact is active. They do not require that internal tension, experience, that work of the mind that is natural when reading a good, serious book.
The period of total influence of electronic visual images on a child began in Russia relatively recently. The problem of “Visual culture and the child” is just beginning to be studied. But the axiom in it is that we do not have the right to deprive a child of everything that has been created by the technical thought of our century, just as we do not have the right not to notice and not to explore the negative that the electronic world conceals within itself. Moreover, everyone should pay attention to this problem: from mothers to researchers.
Back in 1960, the English writer D.B. Priestley noticed that ready-made visual images do not contribute to the development of one’s own ability to create and think figuratively. This impoverishes a person spiritually, does not awaken creative energy, and gives ready-made behavioral cliches, and often far from the best images of them.
Being in the electronic world, children have learned to do without us adults. And this is another problem that we try not only to ignore. But we encourage and welcome such relationships. After all, they free us from the constant “why?”, “play with me”, “what will happen if...”.
Now the whole world is concerned about how to return books to the hands of children, how to make the computer an ally of books, an assistant to the reader.
Traditionally, the problem of developing a literate reader was considered a school problem, but today almost all children going to school know how to read and by the age of seven they manage to get tired of constant exercises in reading techniques and begin to hate “mother washing the frame”, and “Turnip”, and everything books they have yet to read. We teach children to read, but we do not teach them to respect and understand the book, to understand its role in a person’s life, and we do not take into account the child’s individuality. Research on these problems, carried out over more than a century and a half, has become a dogma for us, and not the main one for studying the modern child and his relationship with books in general, and with modern books in particular. It seems that right now we must not only pay attention, but also begin to actively solve these problems.
Memo for parents of future first-graders
DEAR PARENTS!!!
The general orientation of children in the world around them and the assessment of the stock of everyday knowledge of future first-graders is made based on the answers to the following questions
1. What is your name?
2. How old are you?
3. What are your parents' names?
4. Where do they work and by whom?
5. What is the name of the city where you live?
6. What river flows in our city?
7. Give your home address.
8. Do you have a sister, brother?
9. How old is she (him)?
10. How much younger (older) is she (he) than you?
11. What animals do you know? Which ones are wild and domestic?
12. At what time of year do leaves appear on trees and at what time do they fall off?
13. What is the name of that time of day when you wake up, have lunch, and get ready for bed?
14. How many seasons do you know?
15. How many months are there in a year and what are they called?
16. Where is the right (left) hand?
17. Read the poem.
18. Knowledge of mathematics:
Counting to 10 (20) and back
Comparison of groups of objects by quantity (more - less)
Solving addition and subtraction problems
DEAR PARENTS!!!
The following questions will help you find out if your child is interested in learning at school:
1. Do you want to go to school?
2. Why do you need to go to school?
3. What will you do at school?
4. What are lessons? What do they do on them?
5. How should you behave in class at school?
6. What is homework?
7. Why do you need to do your homework?
8. What will you do when you get home from school?
Bibliography
1. Avramenko N.K. Preparing a child for school. M., 1972 – 48 p.
2. Agafonova I.N. Psychological readiness for school in the context of the problem of adaptation “Primary School” 1999 No. 1 61-63 p.
3. Storm R.S. “Preparing children for school M., 1987 – 93 p.
4. Wenger L.A., “Home School” M. 1994 – 189 p.
5. Wenger L.A. “Is your child ready for school?” M. 1994 – 189 p.
6. Wenger L.A. “Psychological issues of preparing children for school,” Preschool Education, 1970 – 289 p.
7. Readiness for school / Edited by Dubrovina M. 1995 – 289 p.
