Readiness of the child for schooling. Presentation "Parents meeting on pre-school preparation" Presentation on school readiness for parents

1. 1. The presentation was prepared by speech therapist GBDOU No. 75 Akhtyrskaya N.P.
2. 2. 1. Anatomo-physiological 2. Psychological  Intellectual  Motivational  Volitional  Communicative 3. Speech 4. Pedagogical
3. 3. 1. Height, weight, general health 2. Anatomical and physiological restructuring of the body 3. Qualitative and structural changes in the brain 4. Changes in the course of nervous processes
4. 4. Dental age - determined by counting the number of erupted molars and comparing their number with the age standard ,5 years less than 7 8 - 12 more than 12
5. 5. Girls Age Lagging Average pace Leading 6.5 years 0 - 2 3 - 9 over 9 7 years under 6 7 - 11 over 11 7.5 years under 8 9 - 13 over 13
6. 6. Intellectual readiness: development of horizons, stock of specific knowledge  general awareness and social orientation;  knowledge and understanding of the world around;  development at the age level of the main cognitive processes- attention, memory, thinking, perception;  development at the age level of temporal ideas and ideas about the position of objects in space  cognitive activity
7. 7. the inner outer child wants to go to school, the child will have a satchel, notebooks, textbooks (he wants to learn a lot), etc. because it is interesting there.
8. 8.  the child is able to set a goal;  make a decision;  outline an action plan, execute it;  to show certain efforts in case of overcoming obstacles;  evaluate the result of one’s action  ability to control desires, anger
9. 9. - compliance with the requirements of the school; - the ability to accept criticism, competition, pressure; - development of self-confidence, the child's belief that he will be able to cope at school; - understanding one's place among others: the other also wants and has the right; - - striving for success, the ability to accept successes and failures on the way to the fulfillment of desires - the ability to accept authority, follow instructions with a positive feeling.
10. 10. communication with adults with peers - be able to communicate with - be able to negotiate; adult interlocutor - to be able to cooperate; (context awareness - feel calm communication) yourself in a competitive environment
11. 11.  be able to communicate in a dialogue,  be able to ask questions,  answer questions,  have the skill of retelling  have a fairly extensive vocabulary,  have the basics of the grammatical structure of speech,  have a coherent statement,  have elements of monologue speech
12. 12.  Knows letters  Distinguishes sounds by ear  Large vocabulary  Counts within 10  Has an elementary stock of knowledge in mathematics  A well-prepared hand for writing  Knows how to properly hold a pen, pencil  Has the skill of drawing with a pencil  Knows how to handle school supplies  Possesses elementary self-service skills (he knows how to eat, change clothes on his own, knows where his things are).  Neat in clothes  Brought up
13. 13. -support the child all the time; - learn to empathize with the child difficult moments; - refrain from remarks and claims, treats the child extremely delicately; - talk a lot, be sincerely interested in the thoughts of a little schoolboy, his feelings, and not just whether he did his homework and what he ate for lunch; - treats the teacher with respect
14. 14. Not recommended phrases for communication: - I told you a thousand times that ... - How many times do you have to repeat ... - What are you thinking about ... - Is it really difficult for you to remember that ... - You become ... - You are the same as ... - Leave me alone , once I ... -Why Lena (Nastya, Vasya, etc.) is like that, but you are not ...
15. 15. Recommended phrases for communication: - You are smart, beautiful (etc.). - It's good that I have you. - You're a good guy. -I love you very much. - How well you did it, teach me this too. - Thank you, I am very grateful to you. If it wasn't for you, I would never have made it.
16. 16. 3 years 6 years

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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. Thanks to the imagination, children turn everyday life into a 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.

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"...Psychological readiness for school. What is it?..."

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What components are included in the set of "school readiness"? This is primarily motivational, personal readiness, which includes the "internal position of the student", volitional readiness, intellectual readiness, as well as a sufficient level of development of hand-eye coordination.

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The desire to GO to school and the desire to LEARN are fundamentally different from each other.
A child may want to go to school because all his peers will go there, because he heard at home that getting into this gymnasium is very important and honorable, and finally because by school he will receive a new beautiful satchel, a pencil case and other gifts.

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In addition, everything new attracts children, and at school almost everything - both classes, and the teacher, and systematic classes are new.

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Therefore, your child wants to go to school, because he wants to be an adult, to have certain rights, for example, to a satchel or notebooks, as well as duties assigned to him, for example, to get up early, prepare lessons (which provide him with a new status place and family privileges). Although he still does not fully realize that in order to prepare a lesson, he will have to sacrifice, for example, a game or a walk, but in principle he knows and accepts the fact that lessons SHOULD be done.

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It is this desire to BECOME a SCHOOLCHILDREN, to comply with the rules of behavior of a schoolchild and to have his rights and obligations that constitute the "internal position of a schoolchild", which is the basis of readiness for school...."

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internal position of the student
"... the internal position of the student, that is, the desire to go to school and the willingness to comply with school duties and rules, is the main component, the basis psychological readiness to school, the basis of the fact that in the new environment your child will feel comfortable .... "

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"... Without such readiness, no matter how well the child can read and write, he will not be able to study well, since the school environment, the rules of behavior will be a burden to him, he will try to get out of this unpleasant situation at any cost.

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It can be a distraction, a retreat into your dreams, an interest only in breaks, where you can play and rage to your heart's content, a negative attitude towards your comrades or a teacher. One way or another, such a condition will interfere with your child's learning, no matter how well you prepare him for classes at home .... "

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about willingness
volitional readiness implies not so much the ability of children to obey, although it is also important to follow certain rules of the school routine, but rather the ability to listen, to delve into the content of what an adult is talking about ..

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The fact is that the student needs to be able to understand and accept the task of the teacher, subordinating his immediate desires and motives to him. This requires that the child be able to focus on the instructions that he receives from the adult.

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Graphic dictations are good for training volitional readiness, in which children draw circles, squares, triangles and rectangles in a certain sequence according to your dictation or according to a pattern you specify

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You can also ask the child to underline or cross out a certain letter or geometric figure (in the event that the child still does not know letters well) in the proposed text. These exercises also develop the attention of children, their ability to focus on the task, as well as their performance.

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intellectual readiness
"...intellectual readiness does not imply that the child has any specific formed knowledge or skills (for example, reading), although, of course, the child must have certain skills.

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Intellectual readiness for schooling is associated with the development of thought processes - the child's ability to generalize and compare objects, classify them, highlight essential features, determine dependencies, draw conclusions

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Speech development The level of speech development is one of the most important criteria child's readiness for school. Speech is the basis on which all learning activities are built.

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Correct sound pronunciation, good development of the movements of the organs of speech (lips, cheeks, tongue); - formed phonemic processes - the ability to distinguish by ear the sounds of speech, syllables, words in speech, similar in sound, articulation; - possession of the basics of the grammatical structure of speech; - Possession of a fairly extensive vocabulary; - the ability to compose stories, retell texts, recite poems, riddles, proverbs;
Basic requirements for the development of speech of a future first grader:

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“Name an extra word” (development of phonemic hearing)
You choose a word, for example, "mountain", and repeat it several times, and then say another, similar one instead. The task of the child is to hear and name this other word. For example, an adult says (saying one word per second): Mountain, mountain, it's time, mountain, hole, mountain, mountain. Voice, voice, voice, voice, ear, voice, hair Braid, braid, braid, dew, braid, braid, goat. If a child hears and calls “extra” words, then everything is in order with phonemic hearing.

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Attention.
Complete tasks without distraction for about 20 minutes. Find 6-8 differences between objects and between two drawings. Keep 8-10 objects in sight. Copy exactly the pattern or movement. It is easy to play games for attentiveness and speed of reaction. For example, name nouns, but agree before the game: if you hear the name of a toy, clap your hands; if another object - fold your hands on the table.

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Memory.
Memorize 8-10 pictures. Memorize counting rhymes (for example: “Three geese are flying above us, three geese are above the clouds, two have gone down the stream. How many geese were there?”) And tongue twisters (for example: “Chicken and chicken are drinking tea on the street”). Memorize phrases (for example: “Julia and Olya draw with colored pencils”; “It often rains in autumn”). Tell stories, fairy tales, poems, the content of pictures from memory. Repeat exactly the text, consisting of 3-4 sentences.

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Game "Camera"
a picture is shown depicting some plot (30 seconds), after which another picture is given, similar to the first picture, but some objects are missing or replaced by something else. I must say that any objects, toys, etc. have changed on the table. (in quantity no more than 7 pieces) The child is given 30 seconds to remember what and where lies. Then he turns away. An adult rearranges objects, either removes something completely or replaces it with another object. The child must determine what has changed.

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Thinking.
Finish the sentence: “If the table is higher than the chair, then the chair ...”, “If two are more than one, then one ...”, “If the river is deeper than the stream, then the stream ...”. Find an extra word among a group of words, for example: "Vasily, Fedor, Semyon, Ivanov, Evgeny"; "Nest, hole, anthill, chicken coop, lair"; "Bold, courageous, courageous, angry, determined." Answer intricate questions, for example: “When a goose stands on one leg, it weighs 2 kilograms. How much will a goose weigh if it stands on two legs? Determine the sequence of events. Find and explain inconsistencies in drawings. Find and explain the differences between objects and phenomena. Find among the proposed items superfluous, explain your choice.

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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 DO - preschool education became a full-fledged level of education along with primary and secondary school. 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 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” when they come 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.

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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 a plan of action, 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. Contribute to the development of volitional readiness for school visual activity and construction, as they encourage long periods of concentration on building or painting.

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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 the 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 possible mistake- all this creates 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, music school, 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.