Preschool preparation presentation for parents. Pre-school of the new generation

• MUNICIPAL EDUCATIONAL INSTITUTION
• TEMPOVSKAYA OOSh

“Pre-school education is the senior stage of pre-school, usually lasting two years and designed to soften the transition of a child from kindergarten (as well as any other pre-school institution (organization) or from a family) to school. But this should not at all turn into the same coaching of children on first-class material.

• What is preschool education

• “Pre-school education is the senior stage of pre-school, usually lasting two years and designed to soften the transition of a child from kindergarten (as well as any other pre-school institution (organization) or from a family) to school. But this should not at all turn into the same coaching of children on first-class material.

• From level preschool education depends on the success of the child.
• Preschool education ranks third (after higher and primary) in terms of importance.

• Relevance of the problem

• Arguments against

• immature motivation of “six-year-olds” to learn

• deterioration in children's health

• the benefits of early childhood education programs for the health and emotional well-being of children

• Data from the Research Institute of Hygiene and Health Protection of Children and Adolescents: Compared to the 1980s, the percentage of 6-year-old children who are not ready for systematic education has increased 5 times. 18.5% of six-year-olds are “mature”, over 49% are “medium mature”, and 32.2% are immature in terms of functional readiness for learning.

• Arguments

• At the age of five, children receive “a certain development that cannot be obtained at any other age. If this development is not obtained, then in the future the child is unlikely to be successful in his career.

The main goal of pre-school preparation is to equalize the starting opportunities for future students so that they do not experience stress, complexes, feelings of humiliation that can discourage the desire to study for all subsequent years.

• What is Preschool Preparation? Goals, tasks, features.

• The main goal of pre-school preparation is to equalize the starting opportunities for future students so that they do not experience stress, complexes, feelings of humiliation that can discourage the desire to study for all subsequent years.

• This is a system of processes of interaction between people in society, which ensures, on the one hand, the development of the abilities of each individual, and on the other hand, his entry into this society (socialization).

• preschool education

• social purpose- ensuring the possibility of a single start for six-year-old first-graders;
• pedagogical goal- development of the personality of a child of senior preschool age, the formation of his readiness for systematic learning.

• OBJECTIVES OF PRESCHOOL EDUCATION

organization of the process of education, upbringing and development of children at the stage of pre-school education, taking into account the needs and capabilities of children of this age;

• organization of the process of education, upbringing and development of children at the stage of pre-school education, taking into account the needs and capabilities of children of this age;
• selection of the content of the education of children at the stage of pre-school education, which will ensure the preservation of the inherent value of this period of development, the rejection of duplication of the content of education in the first grade of the school;

strengthening and development of the child's emotionally positive attitude to school, the desire to learn;

• OBJECTIVES OF PRESCHOOL EDUCATION

• strengthening and development of the child's emotionally positive attitude to school, the desire to learn;
• the formation of social personality traits of the future student, necessary for successful adaptation to school.

The concept of "readiness for school":

• The concept of "readiness for school":
• prerequisites for learning skills;
• new social roles student;
• cognitive interests of the future student;
• mental operations (comparison, classification, analysis, generalization, etc.)

• Features of pre-school education

• Thus, the child's readiness for school presupposes the development of a system of the child's activities (the choice of means, methods, the ability to set a goal and achieve it); expanding his horizons and stimulating cognitive activity; formation of arbitrariness and freedom of behavior; independence, the ability to serve oneself, the ability to communicate with peers and adults.

• A.A. Leontiev: From the age of five to seven, as a rule, there is an "equalization" of health reserves. The main thing is in the appearance of new personality formations, such as imagination, mastery of one's emotions, visual-figurative thinking (they are formed in a real full-fledged game).

• D.B. Elkonin: “A child’s readiness for schooling is determined by four lines of his development:
• 1 line - the formation of arbitrary behavior;
• 2nd line - cognitive activity (mastery of means and standards);
• 3rd line - the transition from egocentrism to decentration;
• 4 line - motivational readiness.

• L.S. Vygotsky: in the second half of preschool childhood, the child is already psychologically ready, if not for school, then at least for the "activities of learning."

• The Science of Preparedness
• preschool education

• What and how to teach preschool children.

• STUDY the psychological and psychophysiological characteristics of children who are ready to study at school;
• DETERMINE the foundations for organizing successful education and upbringing of preschoolers and junior schoolchildren;
• HIGHLIGHT personality traits of the future first-grader;

• NECESSARY:

under school maturity is meant the level of morphological, functional and intellectual development of the child, at which the requirements of systematic education, loads of various kinds, a new mode of life will not be excessively tiring for him.

• Psychological and psychophysiological characteristics of children ready to study at school.

• under school maturity is meant the level of morphological, functional and intellectual development of the child, at which the requirements of systematic education, loads of various kinds, a new mode of life will not be excessively tiring for him.

• Physical readiness

• this is a state of health, a certain level of morpho-functional maturity of the child's body, the necessary level of development of motor skills and qualities, especially fine motor coordination, physical and mental performance.

• activity, initiative, independence, responsibility;
• the ability to listen to another and coordinate their actions with him;
• be guided by established rules, ability to work in a group;
• this is a certain level of arbitrariness of behavior, the formation of communication, self-esteem and motivation for learning (cognitive and social);

• Personal readiness

• The development of figurative thinking, imagination and creativity, the foundations of verbal and logical thinking,
• mastering the means cognitive activity(comparison, analysis, classification, generalization, schematization, modeling); native language and basic forms of speech (dialogue, monologue); elements of educational activity within other specifically children's activities (design, drawing, modeling, various games)

• Intellectual readiness

• Intellectual readiness

• the emergence of decentration (taking into account the position of another person in the analysis of the situation);
• allocation of a task from the general context of activity, awareness and generalization of methods for solving, planning and control; the presence in children of ideas about the world of people, things, nature.

• Psychological portrait of a graduate of a preschool educational institution

Health group

• 1. Health and physical development

• Health group
• correspondence of anthropometric indicators to the age norm

• 2. The manifestation of emotional states in motion:

• freedom,
• ease of movement
• shoulders apart,
• body straight,
• gait is natural, elastic,
• naturalness and variety in postures, their changeability;
• direct, open, interested look;
• facial expressions are lively, expressive, calm.

• 3. Development of movements:

• shifting with two fingers a group of small objects (matches) one at a time into a box;
• maintaining static balance, standing on the drawn line (the heel of one leg is adjacent to the toe of the other);
• running with overcoming obstacles (running around objects with a snake);
• tossing the ball and catching it (without pressing it to the chest, at least 10-20 times);
• long jump from a place (the length of the jump is not less than 100 - 120 cm).

• 4. social development:

• Able to interact with familiar adults;
• Selectively and steadily interacts with familiar children (they are members of various interest groups);
• Feels the mood of relatives and peers.
• Can provide emotional support and assistance in times of difficulty.
• Regulates his behavior on the basis of learned rules and norms.
• Has an idea of ​​himself and his abilities.

• 5. Development of speech and verbal communication:

• He pronounces all the sounds of his native language correctly.
• Able to distinguish sounds in a word.
• Speaks in simple common sentences.
• Build complex sentences correctly.
• Makes up a coherent story based on a plot picture.
• Maintains a dialogue, knows how to attract attention with his speech.
• Speech is lexically rich (generalizing words, synonyms, antonyms, comparisons).

• 6. cognitive development:

• He has an idea about nature, about the man-made world, about his city, country.
• Familiar with the culture of life;
• Asks questions, experiments, establishes cause-and-effect relationships.
• Lays out ten or more objects of the same shape in size.
• Can combine items based on general concepts(clothes, shoes, dishes, transport, etc.).
• Can memorize 6-7 names of objects in a situation of a didactic game.

• 6. Cognitive development.

• Uses an unfinished figure (incomplete image or unfinished construction) as a detail of the plot composition (in construction, drawing, appliqué).
• Can independently implement their own ideas in the game.
• Implements ideas in design and other productive activities.
• Uses visual models and symbolic means (plans, diagrams, colors) to understand the world around.
• Carries out activities according to patterns and rules.
• Can work at the same pace and rhythm with other children in the group.

• 7. Aesthetic development:

• Familiar with literary works
• Can write a story.
• Creates individual artistic images with the help of expressive means (color, composition, form, rhythm, etc.) in different types visual activity;
• independently, creatively embodies the idea in drawing, modeling, appliqué;
• confidently owns technical skills and abilities;
• Emotional perception of music

• Competencies:
• social,
• communicative
• intellectual
• physical.

• Character traits:
• emotionality
• creativity
• arbitrariness
• initiative
• independence
• responsibility
• self-esteem
• freedom of conduct
• reflexivity

• Criteria for the quality of education PERSONALITIES of preschool age

• Ability to manage your emotions;
• Demonstration of ability for learning activities;
• ability to accept a learning task
• Appropriate attitude towards yourself.

• crisis 7 years

What is pre-school education “Pre-school education is the senior stage of pre-school, usually lasting two years, and designed to smooth the transition of a child from kindergarten (or any other pre-school institution (organization) or family) to school. But this should not at all turn into the same coaching of children on first-class material.

Arguments against the immature motivation of six-year-olds to study the deterioration of children's health the advantage of pre-school education programs for maintaining the health and emotional well-being of children Data from the Research Institute of Hygiene and Child and Adolescent Health: compared to the 1980s, the percentage of children of 6 years of age who are not ready for systematic education , increased by 5 times % of six-year-olds are mature, more than 49% are medium mature, and 32.2% are immature in terms of functional readiness for learning.

What is Preschool Preparation? Goals, tasks, features. What is Preschool Preparation? Goals, tasks, features. The main goal of pre-school preparation is to equalize the starting opportunities for future students so that they do not experience stress, complexes, feelings of humiliation that can discourage the desire to study for all subsequent years.

Organization of the process of education, upbringing and development of children at the stage of pre-school education, taking into account the needs and capabilities of children of this age; selection of the content of the education of children at the stage of pre-school education, which will ensure the preservation of the inherent value of this period of development, the rejection of duplication of the content of education in the first grade of the school; OBJECTIVES OF PRESCHOOL EDUCATION

Thus, the child's readiness for school presupposes the development of a system of the child's activities (the choice of means, methods, the ability to set a goal and achieve it); expanding his horizons and stimulating cognitive activity; formation of arbitrariness and freedom of behavior; independence, the ability to serve oneself, the ability to communicate with peers and adults. A.A. Leontiev: From the age of five to seven, as a rule, there is an "equalization" of health reserves. The main thing is the appearance of new personality formations, such as imagination, mastery of one's emotions, visual-figurative thinking (they are formed in a real full-fledged game). D.B. Elkonin: “A child's readiness for schooling is determined by four lines of his development: line 1 - the formation of arbitrary behavior; 2nd line - cognitive activity (mastery of means and standards); 3rd line - the transition from egocentrism to decentration; 4 line - motivational readiness. L.S. Vygotsky: in the second half of preschool childhood, the child is already psychologically ready, if not for school, then at least for the "activities of learning."

What and how to teach preschool children. STUDY the psychological and psychophysiological characteristics of children who are ready to study at school; TO DEFINE the basics of organizing successful education and upbringing of preschoolers and primary schoolchildren; HIGHLIGHT personality traits of the future first-grader; REQUIRED REQUIRED:

Psychological and psychophysiological characteristics of children ready to study at school. By school maturity, school maturity means the level of morphological, functional and intellectual development of the child, at which the requirements of systematic education, loads of various kinds, a new mode of life will not be excessively tiring for him.

Physical readiness is a state of health, a certain level of morpho-functional maturity of the child's body, the necessary level of development of motor skills and qualities, especially fine motor coordination, physical and mental performance.

Activity, initiative, independence, responsibility; the ability to listen to another and coordinate their actions with him; be guided by established rules, ability to work in a group; this is a certain level of arbitrariness of behavior, the formation of communication, self-esteem and motivation for learning (cognitive and social); Personal readiness

Development of figurative thinking, imagination and creativity, the foundations of verbal and logical thinking, mastering the means of cognitive activity (comparison, analysis, classification, generalization, schematization, modeling); native language and basic forms of speech (dialogue, monologue); elements of learning activities within other specific children's activities (design, drawing, modeling, various games) Intellectual readiness

The emergence of decentration (taking into account the position of another person when analyzing the situation); the occurrence of decentration (taking into account the position of another person when analyzing the situation); allocation of a task from the general context of activity, awareness and generalization of methods for solving, planning and control; the presence in children of ideas about the world of people, things, nature. the allocation of a task from the general context of activity, awareness and generalization of methods for solving, planning and control; the presence in children of ideas about the world of people, things, nature.

2. Manifestation of emotional states in motion: freedom, ease of movement, shoulders apart, straight body, natural, elastic gait, naturalness and variety in postures, their changeability; direct, open, interested look; facial expressions are lively, expressive, calm.

3. Development of movements: shifting with two fingers a group of small objects (matches) one by one into a box; maintaining static balance, standing on the drawn line (the heel of one leg is adjacent to the toe of the other); running with overcoming obstacles (running around objects with a snake); tossing the ball and catching it (without pressing it to the chest, at least once); long jump from a place (the length of the jump is not less than 100 - 120 cm).

4. Social Development: Able to interact with familiar adults; Selectively and steadily interacts with familiar children (they are members of various interest groups); Feels the mood of relatives and peers. Can provide emotional support and assistance in times of difficulty. Regulates his behavior on the basis of learned rules and norms. Has an idea of ​​himself and his abilities.

5. Development of speech and verbal communication: Correctly pronounces all the sounds of the native language. Able to distinguish sounds in a word. Speaks in simple common sentences. Build complex sentences correctly. Makes up a coherent story based on a plot picture. Maintains a dialogue, knows how to attract attention with his speech. Speech is lexically rich (generalizing words, synonyms, antonyms, comparisons).

6. Cognitive development: Has an idea about nature, about the man-made world, about his city, country. Familiar with the culture of life; Asks questions, experiments, establishes cause-and-effect relationships. Lays out ten or more objects of the same shape in size. Can combine objects based on common concepts (clothes, shoes, dishes, transport, etc.). Can memorize 6-7 names of objects in a situation of a didactic game.

6. Cognitive development. Uses an unfinished figure (incomplete image or unfinished construction) as a detail of the plot composition (in construction, drawing, appliqué). Can independently implement their own ideas in the game. Implements ideas in design and other productive activities. Uses visual models and symbolic means (plans, diagrams, colors) to understand the world around. Carries out activities according to patterns and rules. Can work at the same pace and rhythm with other children in the group.

7. Aesthetic development: Familiar with literary works Can compose a fairy tale. Creates individual artistic images using expressive means (color, composition, form, rhythm, etc.) in various types of visual activity; independently, creatively embodies the idea in drawing, modeling, appliqué; confidently owns technical skills and abilities; Emotional perception of music

Competencies: social, communicative intellectual physical. Character traits: emotionality creativity arbitrariness initiative independence responsibility self-assessment freedom of behavior reflexivity Criteria for the quality of education PERSONALITIES of preschool age

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Slides captions:

Preschool preparation "Rainbow"

OBJECTIVES: to help parents ensure the child's functional readiness for school; ensure continuity in the education and upbringing of preschoolers; create conditions for favorable adaptation of preschoolers to school; to promote the development of cognitive activity in children, individual intellectual and creative abilities.

main lines of pre-school preparation general development child's ability to arbitrarily control himself Formation of positive learning motivation

identification of the individual characteristics of each child, the formation of readiness for schooling.

formation of positive educational motivation; development of the basic mental functions necessary for successful schooling (attention, memory, thinking, etc.); development of elementary mathematical concepts; development of speech, phonemic hearing, familiarization with the basics of literacy; development of fine motor skills; the formation of skills of manual labor and fine arts; development of a creatively active personality.

Intellectual readiness psychological readiness Speech readiness Children's readiness for writing

Literacy education. Preparing the hand for writing. Formation of mathematical representations.

The main objectives of the program: Creation of the maximum favorable conditions for the early detection and development of the child's abilities. Development of memory, attention, imagination, variability of thinking. Strengthening and development of the child's emotionally positive attitude towards school, the desire to learn.

The main objectives of the course: Enriching the consciousness of children with new content, which contributes to the accumulation of the child's ideas about the world, prepares him for an elementary understanding of concepts. Acquaintance of children with specific signs, symbols, sign systems; systematization of accumulated and received information through logical operations(analysis, comparison, generalization, classification). Based on the experience of children, to form in them a personal interest, a desire to learn.

Main objectives of the program: Development of visual, auditory and semantic memory; Development of imagination and logical thinking; Formation of the ability to carefully and accurately follow the instructions of an adult, act according to the model; Expanding the general outlook; building a positive attitude towards school.

Basic abilities and skills at the end of the pre-school preparation course to follow the rules of behavior at school, to show their communication skills; freely count within 10 and vice versa; compare numbers within 10, call the "neighbors" of the number; solve simple problems; perform graphic dictations; identify sounds in words by ear, give them a description; compose a story based on a picture of 5 - 6 sentences; retell short texts; correctly use a pencil, pen, other graphic materials; listen to and follow the instructions for the student; put into practice the simplest ideas about the world around us, use their knowledge to protect their health;

Educational programs Educational subjects Full name teachers Workload of the teacher per week "Continuity" Learning to read and write Preparing the hand for writing Formation of elementary mathematical representations 2 2 2 Acquaintance with the outside world The world around us 1 Educational games 1 Curriculum of the pre-school "Rainbow"

Tuesday, Thursday 1. 17.00 - 17.25 2. 17.35 - 18.00 3. 18.10 - 18.35 4. 18. 45 - 19.10 Bell schedule.

Tuesday Thursday 1. Learning to read and write Mathematics 2. Preparing a hand for writing Learning to read and write 3. Math Preparing a hand for writing 4. Educational games The world around us Class schedule

Slides captions:

The program of education and development of children "Pre-school time" 2011-2013. Authors-compilers: Zhidkova N.I., Kireeva O.V., Kuzminova N.V., Panina L.V., primary school teachers. Pavlovo 2011
Organize the learning process taking into account the needs of children of this age;
Work out the content of children's education, which will ensure the preservation of the inherent value of the development period;
To form the social traits of the personality of the future student, necessary for adaptation to school;
Goals and objectives. Objectives: social - ensuring the possibility of a single start for six-year-old first-graders; pedagogical - the development of the personality of a child of senior preschool age, the formation of his readiness for systematic education. Tasks:
To form a UUD system that creates equal opportunities for the success of primary education;
To develop personality traits, mental processes, activities for the formation of sustainable cognitive interests.
Principles
Real consideration of the features and values ​​of the preschool period of development, the relevance for the child of sensory impressions, knowledge, skills;
Taking into account the needs of a given age, relying on gaming activities;
Ensuring the necessary level of formation of the mental and social qualities of the child, the main activities;
Preservation and development of individuality;
Ensuring progress in the development of the child, his readiness to study at school, to accept new activities;
Development of erudition and individual culture of perception and activity of the child, his acquaintance with the available areas of culture.
Organization of training
Duration of training: 10 weeks. Total number of classes - 10. - 10; - 10; "Learning the native language" - 10. Daily routine: first lesson: 10.40 - 11.00 second lesson: 11.10 - 11.30 third lesson: 11.40 - 12.00 Lesson mode: 1 day a week. The duration of the lesson is no more than 20 minutes. The break between classes is 10 minutes.
Program Structure
“Know other people, ourselves and the world in which I live”
"Learning to think, reason, fantasize"
"Learning the mother tongue"
“Know other people, ourselves and the world in which I live”

Forms: - the child's understanding of himself, his characteristics, abilities; - aimed at expanding knowledge about the surrounding objective world, natural and social environment; - development of skills to manage their emotions, control and evaluate their activities and behavior. One of the tasks is to prepare for the study of subjects in elementary school "Mathematics", "World around"
class number
Topic
Form of occupation
UUD
1
“This is me and my family!” Introduction to full names and some derivative forms. Determining your role in the family team and the role of other family members.
Story-role play.
Cognitive UUDO to navigate in their system of knowledge: to distinguish the new from the already known with the help of a teacher.
2
"We are together!" Participation in joint activities with adults and children.
Role-playing game
Communicative UUD Observe the simplest norms of speech etiquette: say hello, say goodbye, thank.

"Learning to think, reason, fantasize"
Includes knowledge and skills that are a means of developing thinking and imagination. Particular attention is paid to children's awareness of some of the available connections (causal, temporal, sequential) between objects and objects of the surrounding world, as well as the development of modeling activity as the basis of visual-figurative, and then logical thinking. This section presents knowledge and skills that provide special training to academic subjects elementary school, primarily to the "Russian language", "Mathematics", as well as to the "World around".
No. p / p
Topic
Forms of holding
Number of hours
1
1. Finding out the simplest numerical representations in children, the ability to distinguish objects by color, shape, location. Game "Tangram". 2. Development of speech, attention, observation Game "Bee".
Didactic game Attention game
Cognitive: general educational - formulating answers to questions; description of the subject, determination of its properties; logical - building reasoning about the meaning of the concepts "object", "square", "circle", "triangle", "quadrilateral", "rectangle", "feature of the object", about the need for educational activities. Regulatory: accept and save the learning task; plan your actions Communicative: build communicative and speech actions aimed at taking into account the position of the interlocutor Personal: an adequate idea of ​​behavior in the process of learning activities.
1
"Learning the mother tongue"
Provides enrichment of the child's active vocabulary, coherent speech, the formation of skills to compose a descriptive, narrative story, story-reasoning. Particular attention is paid to preparing for the study of the Russian language at school, teaching reading and preparing the child for writing.
No. p / p
Topic
Forms of holding
Universal learning activities (UUD)
Hours
1
Speech. In a world of silence and unknown sounds. Why are we talking. Description of the picture. Vowels and consonants. The game "Half a word for you." Trace patterns around the office.
Didactic game.
Cognitive: general educational - understanding the process of communication as a way and transfer of information; description of the subject; logical - constructing reasoning about the meaning of the concept of "communication"; description of the picture.
1
Cooperation between teachers and parents
Purpose: prevention of possible difficulties that a child may have when adapting to school.
Tasks:
Increasing parental competence in matters of children's psychological readiness for school, their socialization in relation to the school environment;
Coordination of organizational and educational actions of parents during the period of preparing children for school;
Providing recommendations on issues of interest to education.
Thematic planning of classes with parents
Features of the development of children of 6-7 years of age -1h The role of the family in the moral and volitional preparation for schooling - 1h Leading motives of behavior and relationships - 1h Interaction of the child with children and adults -1h Features of development cognitive processes– 1h Book in the family. Education of curiosity - 1h Development of creative potential - 1h The role of the family in raising independence - 1h Play as a means of child development - 1h Daily routine and its importance at the stage of preparation for school and schooling - 1h

Child Development Center - Kindergarten No. 13 "Golden Key", Salsk Head of MDOU- Parasotskaya O.V. website

slide 2

Philosophy of the question

it is the parents who are responsible for the upbringing and education of children, and all other social institutions are called upon to support, direct, supplement their educational activities (E.P. Arnautova, T.A. Kulikova and others).

slide 3

Severity of the problem

parents either shift the preparation of children for school completely to kindergarten; or they do not trust the teachers of preschool educational institutions and try to solve this problem on their own. Thus, there are differences in understanding the role of interaction between the kindergarten and the family in the implementation of a single goal - preparing the child for school.

slide 4

Target

Organization management activities focused on creating a space for interaction between teachers and parents in the aspect of pre-school training of pupils

slide 5

Tasks:

Monitor parents' ideas about the child's readiness for schooling. Develop a model of interaction between teachers and parents in the aspect of pre-school preparation of pupils.

slide 6

Methodological bases of interaction

The concept of subject-subject interaction (A.A. Bodalev, N.F. Radionova and others). Interaction is considered as a coordinated activity of subjects to achieve joint goals in solving problems that are significant for it. With this approach, the processes of self-development and self-actualization of subjects of education are activated. The concept of the special influence of the family as a social and educational institution on the formation and development of the child's personality in preschool age. The concept of continuity of the content of preschool and primary education (N.F. Vinogradova).

Slide 7

Conceptual idea of ​​experience

Family and children preschool- are of decisive importance for the socialization of a preschooler, the formation of his personality and preparation for schooling. Teachers and specialists of preschool educational institutions carry out integrative interaction and cooperation, which is built on the basis of: establishing trusting relationships with parents; discovering unknown sides and knowledge about one's own child in front of parents; joint entry of teachers and parents into the problems of communication with the child; organization of joint research and formation of the child's personality at home and in kindergarten; ensuring the overall readiness of the child for schooling

Slide 8

Monitoring parents' perceptions of their child's readiness for schooling

Slide 9

Components of the model of interaction with parents

Target Structural and organizational Content Effective

Slide 10

Interaction Model Target Component

Creation of optimal conditions for interaction with parents, in the aspect of pre-school preparation of pupils, based on the integration of teachers and specialists

slide 11

Structural and organizational component of the interaction model

Teacher-psychologist Head of MDOU Instructor in physical education Nurse Parents whose children attend pre-school preparation Speech-language pathologist Creative Council Pre-school teacher

slide 12

The structural and organizational component of the model is focused on:

Search and testing organizational forms interaction of teachers and specialists of preschool educational institutions with parents, in the aspect of pre-school preparation of pupils

slide 13

Forms of cooperation

Individual consultations Parents' newspaper Parent trainings Thematic consultations "Hot line" Parents' evenings Parents' rings Test tasks Forum

Slide 14

Parent newspaper-heading

"Is it time for school?" - includes available diagnostic materials that allow parents and teachers to learn how to assess readiness for school and determine the tasks of developing school-relevant qualities for each child.

slide 15

Parent newspaper - heading

"Legal field" - includes legal documents regulating admission to school, the educational process in the first school days, the interaction of parents with social institutions and so on

slide 16

"Difficulties of the first school days" - includes materials on the course of the adaptation period, adaptation problems and ways to solve them. The rubric is interesting and useful for parents and educators.

Slide 17

"Getting ready for school" - includes materials on preparing a child for school in a family environment, educational institutions(kindergarten, school development groups, additional education institutions). The main attention is paid to materials on the development of arbitrariness, sociability, decentration, reflection. Also, a large block of materials is aimed at creating an image of the near future: what school educational programs are there and how to choose them; how to choose a school, teachers; what school supplies will be needed in the first year of study; what should be the environment of a child going to school.

Slide 18

Test tasks for parents

"Golden Pelican", according to the results of which the parent determines his competence in preparing the child for school. Three (at least) nominations are expected. For example, "Almost Doka", "Doc", "Super Doka". The testing mode is interactive. An official, serious version of competence testing is also possible (through the identification of knowledge and skills to solve pedagogical problems and situations)

Slide 19

Slide 20

Stages of the plan-program "Commonwealth"

Practice-oriented Project-analytical Effective-reflexive

slide 26

Summing up

An analysis of research and work experience on the problem shows that in modern society it is expedient to build pedagogical interaction between the kindergarten and parents: focusing the goals and content of the interaction on actual problems upbringing and development of the child; using variable forms and methods of education of parents; developing parental reflection, focusing on the emotional side of interaction; taking into account the personal experience of parents, appealing to it in the process of interaction; uniting, consolidating parents in the process of education; using the possibilities of the parallel educational process "parents-children".

Slide 27

May the fruits of your labors multiply!

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