Methodology for organizing classes to prepare for school in kindergarten

The meaning and goals of school preparation classes in kindergarten

The mission of the kindergarten in preparing the student for further education at school is to:

• full age-appropriate physical, mental, moral and aesthetic development;
• implementation of special preparation for subsequent mastery of school subjects.

Both of these goals are consistently implemented from early childhood, and in the senior and preparatory groups (children 6–7 years old), direct educational activities (DEA) become more focused and are implemented within the framework of special classes.

This is interesting. The main goal of all classes with children 6–7 years old is to prepare for subsequent schooling. That is why the age group is called: preparatory to school.

Preparing for school includes not only the child’s intellectual development, but also physical, emotional-volitional and social-communicative development.

Objectives within the overall goals

The objectives of preparing children for school are:

• fostering curiosity, interest in knowledge and ways of obtaining it (for example, children learn to look for the necessary information in reference books);
• development of attention (voluntary and involuntary);
• developing ideas about the lesson as a form of organized activity that involves attention to the words and actions of the teacher, as well as the obligatory fulfillment of the tasks given to him;
• the formation of skills of organized behavior in the process of direct educational activities, games (these skills teach the child to be responsible for his choice, for example, when the child chooses a role in the game, and also develops the ability to work in a team);
• development of important personal qualities - responsibility, perseverance, diligence, which is manifested in the child’s desire to gain knowledge and apply it in practice;
• nurturing one’s own experience in activities, as well as awareness of oneself as part of a team and mastering methods of actively influencing comrades (for example, kids learn to argue their point of view to other children).

Thus, the acquisition of knowledge and the development of skills in preschoolers occurs through 2 important areas of activity:

• through communication with peers and adults (when performing routine tasks, during walks, organizing leisure activities, etc.);
• through an organized educational process (during special classes with older preschoolers 1–2 times a week, depending on the content of the program in which a particular kindergarten operates).

This is interesting. In modern literature on psychology, the idea is actively defended that about 80% of a child’s intelligence is formed before he reaches the age of eight.

Preparing for school gives preschoolers the opportunity to try on the new social status of a student

Video: Dr. Komarovsky’s recommendations for preparing a child for school

Types of school preparation activities

Since preparation for school is cross-cutting in nature, it is implemented within the framework of all classes defined by the preschool educational institution program. If we talk about the implementation of special training for children 6–7 years old, then it takes place in classes on:

• speech development (children learn to construct logical monologue statements, master dialogue skills, etc.);
• literacy training (children master primary writing skills);
• reading (children listen, analyze works reinforced by the educational program, and also learn to read independently);
• mathematics or the formation of elementary mathematical concepts (children master counting up to 100 and basic arithmetic operations within 10, learn the names and characteristics of simple geometric figures, learn to distinguish shapes and sizes, etc.);
• familiarization with the environment (preschoolers gain an understanding of the essence of natural phenomena, learn to observe nature, recording their experiences in nature calendars, and also become familiar with the concept of work activity);
• artistic and aesthetic development (pupils learn the algorithm for working on a creative task, that is, they think about the idea, select materials and only then begin to implement it, following a certain sequence of actions).

In most cases, the kindergarten opts for the option of conducting comprehensive classes to prepare for school, which combine elements of all of the above educational areas, that is, educational areas are integrated into one time period. In this case, the emphasis is necessarily placed on one of them, for example, speech development or mathematics.

This is interesting. According to the stage of mastering the knowledge, skills and abilities established by the program, which are included in the indicators for determining readiness for school, the following types of classes are distinguished: first, second, etc.

As a rule, integrated classes are held in kindergarten to prepare for school, in contrast to early development centers, where fragmentation into separate educational courses also has material benefits

Video: preparing for school (mathematics)

Video: preparing for school (literacy)

How to personalize tasks

All children are different - this is an axiom. At the same time, the teacher’s task is to ensure that each child receives this or that information as fully as possible. To do this, the teacher needs to select a “key” for each student, that is, techniques that activate the child’s leading channel of perception:

• vision;
• hearing;
• tactile sensations;
• movement.

Therefore, in every lesson the teacher uses:

• visual aids (pictures, posters, etc.);
• verbal techniques (riddles, poems, etc.);
• games (didactic, that is, aimed at cognition, active, aimed at physical training, as well as theatrical, with the goal of liberating children);
• practical techniques in which students creatively comprehend their experience and acquired knowledge.

Such a variety of ways to organize children’s activities helps each of the students “find themselves.” For example, if a child does not want to draw with everyone else, then he can be given the task of describing what a friend has drawn. If a child easily and quickly learns poems, then he can be assigned the role of a partner in conducting the lesson, leaving him to read the rhymed lines of the epigraph at the beginning of the lesson. By the way, the technique when a child plays the role of a teacher is the best motivation for children of senior preschool age who strive to become adults as quickly as possible.

If there are passive children in the group, then they need to be distributed into mini-groups, “connecting” them to the active ones. As a result of the mutual exchange of work experience, the children will be more receptive to educational material.

When distributing children into pairs, you should remember that you cannot combine two passive children together

Receptions in classes to prepare for school in kindergarten

When preparing for school, it is very important to introduce children to all possible types of pedagogical interaction, in other words, to teach them to work in conditions where the teacher uses various methodological techniques. In the practice of preschool and school education, 4 groups of methods of interaction with students are used.

Verbal techniques

Since the word plays a key role in the development of a child, verbal methods of interaction with children in the process of educational activities are leading. By listening to the teacher’s speech, as well as entering into dialogue and composing monologues, the children learn to find a common language among their peers. In addition, we must not forget that children 5–7 years old, listening to adults, form their own speech image, which largely determines the successful socialization of preschoolers and future first-graders.

Explanation

This verbal technique accompanies any type of activity of preschoolers. Moreover, even if we are talking about repeated instructions for performing a routine moment (for example, behavior at the table or getting ready for bed), an explanation is still necessary, at least in the form of instructions from simple sentences.

It is worth special mentioning the use of explanation as a motivational technique. Children of senior preschool age try to imitate adults in everything, therefore, for speech development and inclusion in one or another type of activity, verbal techniques traditionally used by the teacher can be left to the pupils. For example, give the task to explain to your comrades the procedure for completing an addition example or the progress of working on a craft.

Conversation

In this format, it is possible to build not only the test of material mastery that is accepted in pedagogical practice. With the help of leading questions on the topic, children can create an algorithm for completing a particular task.

For example, before starting to draw, I talk with my students about the following questions:

• What do you need to paint?
• How should we prepare the workplace?
• Why is it important to organize your work correctly?

This is interesting. It is very important to include “why” questions in the conversation, that is, problematic ones. They teach children to think, analyze, and draw conclusions.

Problematic questions should be included in any dialogue with children.

Riddles and poems

Typically, these techniques are used to motivate children to get them ready to complete a task. But in direct educational activities, riddles can also be used to practice the material studied. For example, having completed the repetition of vowels in class, I invite the children to repeat the material they have learned by solving riddles:

• “Watermelon” and “Almanac” begin with this letter. We all see it in almost all words. (The letter a").
• The goat bleats: “Me” and “me”, He only knows “Em” and ... (“e”).
• The hedgehog dozed off under the tree, Someone robbed the animal: Instead of “Hedgehog” there is only “hedgehog” lying near the tree. Where the maples are near the fishing line, “Yolka” became simply “elka”. Come on? How many of you found out what letter the hedgehog slept through? (Letter “e”).
• The first in the words “Needle”, “Oriole”, “Turkey”, “Caviar”. (Letter “i”).
• “Cloud”, “Glasses”, “Wasp”, “KNIFE”, “pendant” and “sausage”... Children have known for a long time that the letter ... (“o”) is similar to a steering wheel.

Poems can also be used for several purposes:

• remember what you have learned;
• get acquainted with new material;
• repeat acquired knowledge, skills and abilities at home (poems are often used as homework).

With my students when studying the topic “Time. Days of the week" we remember the order of the days of the week along with the rhyme:

• On Monday I did the laundry, and on Tuesday I swept. On Wednesday I baked kalach with honey, and on Thursday I played ball. On Friday I washed the dishes, and on Saturday I bought a cake. On Sunday I rested and read good fairy tales.

Reading

In the preparatory group, most of the children can read, so they can be given the task of reading short passages on the topic. At the same time, it is important that the text as a whole and all the words in it are understandable to the children. Reading can be used as a means of implementing a heuristic approach to education - when children find the information they need on their own. For example, in work on preparing for school, this could be understanding the watering regime for indoor plants.

This is interesting. The older the children become, the less they should read aloud, and the more they should involve themselves in this type of activity. Some psychologists claim that this technique contributes to the rapid development of reading skills.

Reading small information blocks by children stimulates other children to quickly master this important skill.

Fairy tales

I use short story sketches to motivate children, to distract them from their current studies and attract them to a common activity. For example, in order to motivate children to engage in educational activities, I offer my kids a fairy tale about Masha, who was afraid to go to school. “Once upon a time there was a girl Masha. She really wanted to grow up quickly and go to school to learn a lot. Masha thought that school would be very fun, there would be a lot of games and entertainment with friends. However, when Masha went to school, she became very scared, because there were unfamiliar children around, and the teacher explained to everyone that they should behave quietly and calmly. And then there were lessons in which the girl did not succeed, and she was afraid that the teacher would scold her. Masha came home in tears; school turned out to be completely different from what she had dreamed of. The mother explained to her daughter that we are all afraid of the unknown, and everyone can make mistakes, there is nothing wrong with that. The next day Masha went to school again, where she made friends with the guys and learned a lot of new and interesting things.” After the children have listened to the fairy tale, you can check your understanding of the plot using questions: Why did Masha want to go to school? What was Masha afraid of? What did the girl's mother say?

A teacher using fairy tales as a method for motivation must take into account that:

• the plots should not be too long, with a large number of characters (2-3 heroes are enough);
• the development of the action should not be overloaded (that is, 1–2 plot twists are quite enough);
• fairy tales must be accompanied by visual aids (pictures or toys from whose perspective the story is told).

Plot sketches should not be long, otherwise preschoolers may lose interest in further activities.

Visual techniques

Children perceive most information from the world around them through the visual channel. Therefore, visual techniques are actively used in preparation for school. Among the most effective are:

• pictures (illustrations accompany not only plot narratives, for example, fairy tales, but also routine moments, for example, the order of folding clothes in the closet after a walk);
• diagrams (this type of clarity is very important for mastering the skill of writing, since in the diagrams kids see the sequence of writing out the elements of letters);
• display (the best way to make children feel involved in a particular activity is to show that an adult is also passionate about it, for example, by completing an application on the topic “Types of transport. Airplane”, the teacher and children can arrange a competition to see who can come up with the most realistic or similar per sample model);
• demonstration (video materials can be used productively when developing topics in mathematics, speech development, and literacy).

Video: learning to add and subtract within nine

Practical techniques

To consolidate the studied material, practical techniques are traditionally used that demonstrate creative comprehension of information:

• drawings;
• applications;
• crafts.

These types of work can be united by a common task - creating a project on the topic. For example, “I am a future first-grader.”

Photo gallery: examples of drawings on the topic “I am a future first-grader”

In the drawings, children depict not only the school building, but also their future image of a first-grader

In drawings, preschoolers express their expectations from school

In the projects, children demonstrate their vision of the image of the school

Parents participate in the creation of the project, providing mediocre assistance, for example, designing inscriptions

Observation

The use of this practical technique is important for the development of a heuristic way of acquiring knowledge by children. That is, the guys themselves obtain information, analyze it and, in connection with this, formulate certain conclusions. The function of the teacher in this case is limited to helping in generalizing and systematizing the material. Observation is organized during a walk or in the form of experiments in a group.

Table: file of observations in preparation for school (fragment)

Gaming techniques

Game techniques are actively used in preparing for school, since play is the leading activity of preschoolers.

Didactic games

This type of games is actively used when organizing GCD, since it allows:

• get acquainted with new information;
• practice and consolidate acquired knowledge, skills and abilities;
• repeat the studied material.

There are 2 types of educational (didactic) games:

• content-oriented game actions;
• based on game material.

Didactic games based on game material cultivate perseverance in preschoolers

Table: types of didactic games in preparation for school

Outdoor games

Health-saving teaching methods are the main ones in working with preschool children. For their practical implementation, outdoor games are actively introduced into all elements of the educational process, which also fulfill the task of maintaining the general emotional tone in the group.

Outdoor games lift the spirits of both children and adults

Table: types of outdoor games used in school preparation classes

Theatrical games group

When preparing for school, several types of theatrical games are included in the educational process:

• role-playing games, in which children, based on personal experience, act out everyday situations (at a doctor’s appointment, in a lesson at school, etc.);
• dramatization, where children perform play actions based on the instructions of the “director,” that is, a teacher or friend (for example, skits based on read fairy tales, participation in thematic matinees, etc.);
• director's games, that is, performing game actions based on an invented plot (for example, acting out saving hares from a flood in the forest on a flannelgraph);
• finger games are exercises for training fine motor skills aimed at activating speech centers.

By playing out various situations and fairy tales, preschoolers learn new behavior patterns, become more independent and self-confident.

By playing school, children in a safe environment become familiar with the roles of students and teachers.

Lesson notes. All notes

Lesson notes to help kindergarten teachers. The section is updated daily with works from portal participants. We are sure that the materials will be useful to you, and we will also be glad if you share your author’s notes.

Select a topic:

• Ecology. Nature, planet Earth, living and inanimate nature, water, air, plants, animals, ecology, space, weather.
• Safety. Life safety, traffic rules, fire safety.
• Homeland. Patriotic education, army, military holidays, country, native land, hometown, folk culture, folklore
• Health. Healthy lifestyle, health care, human body, group health, healthy eating, sports.
• Socialization. Children's rights, family, professions, emotions, kindness, friendship, tolerance, gender education, professions, labor education.
• Subject world. Money, clothes, furniture, dishes, toys, houses and buildings, transport, household appliances, tools.

Select a topic:

• ISO. Drawing, design, applications, modeling, origami.
• Reading, theater. Books, fairy tales, children's writers, theatrical activities.
• Literacy training. Letters and sounds, sound analysis of words, syllables, words.
• Mathematics (FEMP). Quantity, counting, numbers, composition of numbers, addition and subtraction, shape, size, orientation in space, time.
• Music. Musical development and education.
• Physical training. Physical development and education.

Select time of year:

• Autumn. Fall classes
• Summer. Summer activities
• Winter. Winter activities
• Spring. Spring classes

Methodology for conducting classes to prepare for school in preschool educational institutions

To achieve the set goals and objectives, the teacher must not only wisely select the content of the lesson, but also logically build its structure.

Temporary GCD plan for school preparation

Like other classes with older preschoolers, the school preparation lesson lasts 25–30 minutes. This time frame includes 4 stages of work:

1. Updating basic knowledge (introductory stage) - 2–3 minutes. The teacher motivates the children to work, the children repeat the material learned earlier, and check their homework if this type of work is expected.
2. The main stage is up to 15 minutes. During this time, children become acquainted with new material, combining the information received with what they have already mastered. In addition, the main stage includes physical education (breathing exercises, finger games).
3. Consolidation of what has been learned - up to 8 minutes. The studied material is systematized using practical techniques (making applications, drawings, etc.).
4. The final stage is up to 4 minutes. The teacher comments on the work of the group as a whole and each child individually. Children evaluate themselves in class, that is, reflection is carried out.

An integrated lesson usually includes tasks in literacy, mathematics and environmental awareness.

Table: summary of the integrated educational activity “Back to school soon!” in the preparatory group (fragment)

Video: open integrated lesson in a preparatory school group

https://youtube.com/watch?v=YlOrFybQODI

Preparing for school is a long and systematic process that is carried out in kindergarten, starting from the first junior group. But if in primary and middle preschool age children master social and communication skills that are of key importance for the subsequent educational stage, then in older groups this work takes on the character of direct educational activity, that is, it is organized in special classes. As a rule, the teacher plans these lessons as integrated, that is, including work in all educational areas in accordance with the Federal State Educational Standard.

List of all notes published on MAAM

By groups:

• Senior group
• Preparatory group
• Middle group
• Junior group

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