Continuity of kindergarten and school. Continuity in the work of kindergarten and primary school

The problem of adaptation of first-graders to newconditions of training is particularly relevant. Her study is paid enough attention to children's psychologists, teachers, doctors and scientists. Having studied the issue comprehensively, the specialists came to the conclusion that one of the factors that influence the success of the first-grader's adaptation in the society is the continuity in the work of the kindergarten and the school.

Creating a holistic learning environment

The time of preschool childhood is favorableperiod for the formation and development of basic skills and abilities. The leading activity of the child-preschooler is play. The development of the basic mental processes - memory, attention, thinking, imagination - also occurs actively during the preschool period. When you move from kindergarten to school, the child's body and psychology are restructured. The transition from play to learning activity is associated with the appearance of some difficulties in the child's perception of the learning process itself. Continuity in the work of the kindergarten and the school implies the creation of a special, holistic educational environment between these links of continuous education in a unified system. The main goal pursued by educational institutions in the organization of such a unified educational environment is the justified development of a unified approach to education and upbringing.

Mechanisms for establishing a system of continuity between educational institutions

Before you start solving the problem,which ensures the continuity of the kindergarten and the school, administrations of both educational institutions should conclude a cooperation agreement on the basis of which the process itself will be implemented. Given the difference in the specifics of the functioning of educational institutions, it is worthwhile to develop a joint project to create favorable conditions for the transition from one training system to another. The first large-scale joint event, ensuring the continuity of the kindergarten with the school, should be the monitoring of the adaptation of children to the different conditions of the educational environment. The monitoring study begins during the period of the child's stay in the pre-school institution and continues in the school community. A complex of joint activities by specialists of both institutions is planned taking into account the primary data of monitoring research.

The main directions of creating a unified educational society

When creating a single educationalspace, it is necessary to take into account a number of factors, first of all the fact that all participants in the educational process should be involved in the system. The first direction of creating a single social system between educational institutions will be working with teaching staff. Next will be working directly with preschoolers and their families.

The main tasks of cooperation

The first and main task facingpedagogical collectives, is the creation of favorable conditions for the passage of the process of transferring a child from a kindergarten to a school educational institution. Lately, there are quite a lot of disagreements about the structural components of the child's intellectual readiness for the learning process, so a very urgent task is also the joint work to improve the preparation for the schooling of six-year-old children. At the same time, special emphasis is placed on the formation of children's interest in school life. Assistance to parents in understanding their role in accompanying the child at the stage of transition from one institution to another is a leading task for both the school staff and the teachers of the kindergarten.

The essence of methodological work in ensuring continuity

Since methodical work is planned andconducted directly with teachers, it is carried out through the conduct of analytical and practical activities, joint pedagogical readings, thematic pedagogical lounges. The subjects of the conference are planned in advance, the orientations will be: "Continuity of the kindergarten and the school: difficulties and prospects", "The main problems of first-graders in the first weeks of training." It is advisable to plan and conduct the mutual visits of teachers to classes and matinees. This will enable teachers to pay attention to the existing difficulties for toddlers and plan future educational activities in view of the problems already identified.

Cooperation of educational institutions with family

An important role in the organization of family andeducational institution plays the formation of the views of teachers and parents about each other. The perception of educators by children differs somewhat from their perception of the teacher, due to the specifics of the teacher's activities. The continuity of the kindergarten and the family in the organization of the educational impact on the child begins when the child enters the preschool. The educator is perceived by the baby as a second mother, provided that the teacher has all the necessary skills of empathy and professional skills. Consequently, the parents themselves are ready to listen to the advices and recommendations of the caregiver, to fulfill them, to seek help if necessary.

Primary school teacher with first-gradersis at a certain distance, an incomprehensible child, accustomed to the fact that the teacher is a close friend and first assistant. Correct and timely reconstruct the child's perception of the teacher is a joint task of family members and staff of educational institutions. This direction is realized due to the holding of joint parental meetings, meetings of parents with future teachers, the work of clubs for parents. Provided that all planned events are professionally held, the continuity of the kindergarten and the family maximizes the formation of an adequate system of children's perception of the school and school teachers.

Accompanying the pupils at the transition stage

The main direction of the work of educational institutions,providing a full continuity in the work of the kindergarten and the school, is working with children. Realizing this trend, teachers set themselves the task of expanding the view of the kids about the school, school life, training sessions, the specifics of which differ somewhat from the specifics of conducting classes in the kindergarten. The child, when moving to the next stage of training under the name "school", should not feel that he finds himself in a completely new environment for him, but continues to be in the unified system "kindergarten - primary school". Continuity is carried out by conducting campaigns to the school with a fact-finding purpose. There is an acquaintance of pupils with future teachers. The continuity of kindergarten and primary school is more successfully realized in those educational institutions where pupils contact pupils at play and entertainment events.

Adaptation classes for seven-year-olds at school

To familiarize the children with the specifics of the schoollife and the introduction of introductory training sessions by school teachers, introductory lessons for future first-graders for some time before entering school. Visiting the kids such activities, as experience shows, has a beneficial effect on the formation of adaptive processes of the child's psyche. Children who attended the adaptive classes in the system, are more likely to perceive the change of game activity to the teaching one, they are more quickly adapted in the new collective. At the same time, they are also coping well with the new social role of the student, they are positive about the new teacher. Continuity of kindergarten and school in this case is realized due to joint attendance of school activities by pupils in conjunction with the tutor.

School of the future first-grader

Pre-school institutions, for their part,ensure the support of graduates at the stage of transition to a new stage of training, organizing the work of "School of the future first-grader". Such a school functions in the kindergarten from October to May of the school year. At the first meeting, which is held under the theme "Kindergarten - primary school: continuity in work", teachers of future first-graders are necessarily invited, where the first acquaintance of the educator who produces children and the teacher who takes the kids takes place. Subsequent meetings of the school are conducted taking into account the diagnosis of children, parents' questionnaires. With results it is desirable to acquaint and future teachers, thereby providing continuity of a kindergarten and school. The work plan of the School of the Future First Class is compiled in advance and is coordinated with the administration and pedagogical teams of educational institutions.

Prevention of psychosomatic disorders

On the favorable course of adaptation of the child toschool life in the first place says the state of his physical health. Medical specialists state the growth of health disorders and the occurrence of diseases in the first period after the child's entry into the first class. This gives grounds to assume the psychosomatic basis of such disorders, especially in those cases when the child had no symptoms of the disease before. In those educational institutions where pedagogical collectives comprehensively organized the continuity of kindergarten and school, psychologists state the minimal number of psychosomatic disorders of health in first-graders. Therefore, the organization of kindergarten and school cooperation in order to ensure continuity in the work of educational institutions helps not only to improve the quality of the educational process, but also to maintain the physical health of the students.