The continuity of DOW and schools is a special, complex relationship. It implies a transition from one stage of education to another, which is carried out with the preservation and subsequent gradual change of the content, methods, forms, as well as technologies of education and training.
Specificity
The continuity of DOW and schools is carried out according to certain principles. Their observance is extremely important, because we are talking about a process aimed at preserving the values of childhood in young students and the parallel formation of fundamental personal qualities.
In our time, issues related to this topic are especially relevant. Since the structure of the educational program is now presented with more modern, modified state requirements (GEF). They must necessarily correspond to the continuity between the DOE and the school.
GEF modernity focuses not on the intellectual readiness of children to receive primary and secondary education, but on the personality. It is determined by the ability of the child to take on a new role for him as a student. If he is ready to move to a new, qualitatively higher stage of his development, it means that he has already formed the so-called internal position of the student. To determine the presence of this "core" is simple. If the child has a conscious desire to learn, to learn something new - he has it.
Preparation for school
This is the main task of each DOW. The main goal of each institution providing preschool education is to prepare their pupils for admission to school. Teachers are required to provide children with equal starting opportunities for further education. It is spelled out in GEF. Kindergarten should affect the initial formation of the child’s personality and give him skills that will help in the future to master school programs with comparative ease.
This is usually achieved by introducing models of pre-school education, which in their specificity are very similar to programs implemented in grades 1-2. And this is no coincidence. After all, the continuity of preschool educational institutions and schools is a continuous process of development, education and upbringing of a child. Children coming from kindergarten to first grade should not feel a sharp change in the so-called microclimate and the requirements for them. However, pupils of good DOW and their parents do not face such a problem. Since in modern children's pitches, teachers are also engaged in the formation of the prerequisites for educational activities in children.
Development process
Considering the problem affecting the continuity of preschool educational institutions and schools, one cannot but notice the attention to how exactly the complex preparation of children for their further education is carried out.
Highly qualified kindergarten teachers pay most attention to the development of the child’s activity and his intellectual development. Mostly productive teaching methods are used: knowledge is not transferred in a finished form, pupils master them themselves, in the process of activities organized by the teacher. This not only teaches them to think, reflect and obtain information, but also develops communication skills. The ability to communicate, build a dialogue, express your guesses and justify them are some of the most important components of educational activity.
Also, teachers of the preschool educational institution devote a lot of time to developing the attention of children, memory, visual-effective, logical and figurative thinking. In the future, this will help them easier to master the methods of comparison, analysis, generalization and synthesis.
In addition to the above, the continuity program of the Kindergarten and the school without fail includes classes on the formation of children's learning motives. At an early stage, future students should realize that learning is an important, socially significant business. The teacher is obliged to help them make sure that they need education. Usually this is done by awakening in them an interest in certain subjects and in gaining knowledge in general. This not only forms the desire of children to go to school, but also develops curiosity and mental activity.
Institutional Collaboration
The continuity of preschool educational institutions and schools under the conditions of the Federal State Educational Standard is impossible without the cooperation of educational institutions. Usually their common ground is based on three main directions.
The first is to coordinate the goals and objectives of the implementation of the continuity. The second direction involves the selection of educational content for children. It without fail takes into account the principles of continuing education and the psychological and pedagogical conditions for their implementation in accordance with the Federal State Educational Standard. The third aspect, in turn, is the enrichment of organizational methods and forms of education in both the DOE and the school.
This interconnectedness of institutions is very important. The continuity of the DOW and elementary school can be carried out in various forms. One of the most popular ways is to conduct excursions for kindergarten students. Future students get the opportunity to plunge into the school atmosphere, sit at their desks, get acquainted with the library, sports and assembly hall, canteen, labor rooms. But most of all impressions and joy are brought to them by visiting the “rulers” on the occasion of Knowledge Day.
In addition, the continuity plan for the DOE and the school implies the cooperation of educators and teachers. It is useful for teachers to attend each other's open lessons. Indeed, in their process not only aspects of succession are established, but also uniform requirements for graduates of the kindergarten are determined.
Goals
The main task of continuity is to implement a single line of development for the child. The process begins in kindergarten, after which it continues in elementary school.
The teachers of DOE have several main tasks. They will have to familiarize the pupils with the values of a healthy lifestyle, as well as ensure their emotional well-being, contributing to the development of his positive self-awareness. Also, DOE teachers are required to develop curiosity, initiative, randomness and the ability to express themselves creatively in children.
It is also important to make the process of generating knowledge about the world and stimulating game, cognitive and communicative activity as fruitful as possible. And, of course, educators are obliged to contribute to the development of competence in children in relation to themselves, to the world and other people. Already at the stage of preschool education, future students should learn the basics of cooperation with adults and peers.
In the future, teachers of the educational institution work with children in the same areas. What is the continuity of DOW and elementary school. Children already consciously accept the values of a healthy lifestyle, begin to make their first attempts to regulate their behavior in accordance with them. Teachers help to realize their willingness to actively interact with the outside world, the ability and desire to learn, to improve. The improvement and development of such qualities as independence and initiative continues. And all this, of course, is accompanied by the provision of knowledge in the subjects studied and the established educational program.
Other continuity implementation methods
There are a lot of them, as already mentioned above. But if you attend a seminar on the continuity of preschool educational institutions and schools, then you can understand that the best forms of its implementation relate to work with children. In addition to excursions to the educational institution, the acquaintance of the pupils with his teachers and students helps. And also children attending adaptation classes that are organized at the school. Usually they are conducted by psychologists, speech therapists, social workers, music directors, etc.
Still often arranged thematic exhibitions of crafts and drawings. The process of their creation not only develops creative abilities and imagination, but also inspires pupils to fantasies about their school future. The same can be said about the organization of performances and thematic scenes.
Collaboration with parents is also crucial . Without it, continuity in the work of the DOW and the school is not possible. After all, it is the parents who know the features of their child, which can greatly help educators in the process of organizing the educational process. That is why meetings are held in which parents, kindergarten teachers and school teachers take part. Frequently organized evenings of questions and answers, conferences, open days. Testing and questioning for parents is practiced, helping to study the well-being of the family in anticipation of their child's school future.
Physical training
This is a critical aspect that includes the continuity of the DOE and the school. GEF and the 29th article of the "Convention on the Rights of the Child" say that the education of children should be aimed at strengthening their health and developing physical abilities to the maximum extent. And this is really important. Today, the health status of the younger generation is one of the most pressing issues in society and the state. According to the statistics of the Research Institute of Hygiene and Health, over the past few years, the number of physically full-fledged children has decreased by 5 times.
In this context, the principle of continuity is implemented in creating an environment that is favorable for the socio-psychological, emotional, mental and physical development of health. One of the most important tasks of a preschool educational institution is to develop children's sports opportunities. Pupils, entering the first class, are required to have basic physical training, as well as be able to perform basic movements (climb, jump, run, squat, etc.). Teachers should instill in children an elementary idea of physical activity. Otherwise, after entering the school it will be difficult for the pupils to cope with the requirements of the sports program.
Emotional development
Without it, continuity in the work of the DOW and the school is also impossible. Everyone knows how important aesthetic, ethical and cultural development is. Without it, the formation of a moral, possessing personality is impossible. From an early age, children should receive ideas about themselves, their family and its importance, about society and the state, nature and the world. Teachers of preschool education should familiarize them with traditions, customs, holidays. It is important to convey to them the meaning of family responsibilities, as well as concepts such as mutual respect, mutual assistance, love, mercy.
Also, educators should contribute to the development of creative abilities, which will continue actively in the school. Mandatory classes in music, choreography, art, poetry. It is in these types of activities that the child begins to manifest his own ideas and ideas, which he subsequently implements in stories, drawings, movements, songs. In addition, creativity helps to prove itself even at the age of 5-6 years.
Problems
The most important conditions for the continuity of the DOW and the school were listed above. I would also like to note some problems that arise during the implementation of the program.
The main one is the presentation of excessive requirements for children. Educators and parents want to see them read, able to solve problems, write stories, draw, sing, dance, etc. The desire to teach all of the above makes a trip to kindergarten for kids a real work.
Moreover, many preschool educational institutions for the sake of parents begin to follow the program not of preschool education, but primary. But only non-professionals do this. These highly qualified teachers are engaged in the implementation of a program that is appropriate for the age and development of children. And they are able to convey to parents the need for this. Children should be taught what they are able to learn due to their age and skills. Only in this case will there be any benefit.
What should a kindergarten graduate be like?
This is also worth briefly telling. As it was already possible to understand, continuity with a school in a preschool educational institution is a complex and multifaceted process. All that he includes is aimed at the development of the child. Not surprisingly, there is a standard “portrait” of a kindergarten graduate.
A child completing preschool education must be physically and intellectually developed. He is obliged to possess basic cultural and hygienic skills and feel the need for physical activity, which is normal for this age. He should be curious, interested in the unknown, ask questions to adults and love to experiment.
Also, the child is distinguished by emotionality and responsiveness, knows how to empathize, appreciates musical and artistic works at his level, is interested in the natural world and animals. And, of course, a kindergarten graduate must possess the means of verbal and non-verbal communication. The construction of dialogues does not cause him problems, and he also knows how to negotiate and interact. He is also quite balanced and knows how to control his behavior.
If the child meets this description, it means that he is completely ready to go to school, and getting used to the new environment and regimen will not cause him any special problems. The adaptation process, thanks to the succession program, will go smoothly.