The problem of adapting first graders to new learning conditions is particularly relevant. Her study is paid a lot of attention to child psychologists, teachers, doctors and scientists. Having studied the issue comprehensively, experts came to the conclusion that one of the factors affecting the success of the first-grader’s adaptation in society is the continuity in the work of the kindergarten and school.
Creating a holistic educational environment
The time of preschool childhood is a favorable period for the formation and development of fundamental skills. The leading activity of a preschool child is play. The development of basic mental processes - memory, attention, thinking, imagination - also occurs actively in the period of preschool age. During the transition from kindergarten to a school institution, reorganization occurs in the child’s body and psychology. The transition from play to
learning activities is associated with the emergence of some difficulties in the child's perception of the learning process itself. Continuity in the work of the kindergarten and school implies the creation of a special, holistic educational environment between these links of continuing education in a single system. The main goal pursued by educational institutions in organizing such a unified educational environment is the substantiated development of a unified approach to training and education.
Mechanisms for creating a system of continuity between educational institutions
Before proceeding with the solution of the problem ensuring the continuity of kindergarten and school, the 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 worth developing 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 monitoring the adaptability of children to different educational conditions. Monitoring research begins during the period of the child’s stay in the preschool institution and continues in the school society. A set of joint activities by specialists of both institutions is planned taking into account the primary data of monitoring studies.
The main directions of creating a single educational society
When creating a single educational space, it is necessary to take into account a number of factors, primarily the fact that all participants in the educational process should be involved in the system. The first direction of creating a single society system between educational institutions will be working with pedagogical collectives. The next will be working directly with preschoolers and their families.
The main objectives of cooperation
The first and main task facing pedagogical collectives is to create favorable conditions for the process of transferring a child from kindergarten to a school educational institution. Recently, there has been a lot of disagreement about the structural components of the child’s intellectual readiness for the educational process, therefore, a rather urgent task is also to work together to improve the preparation for schooling of six-year-old children. At the same time, special emphasis is placed on the formation of interest in school life in children. Helping parents to understand their role in accompanying the child during the transition from one institution to another is a leading task for both school staff and kindergarten teachers.
The essence of methodological work in ensuring continuity
Since the methodological work is planned and carried out directly with pedagogical workers, it is carried out through analytical and practical events, joint pedagogical readings, and thematic pedagogical lounges. The topics of the meeting are planned in advance, the indicative directions will be: "Continuity of kindergarten and school: difficulties and prospects", "The main problems of first-graders in the first weeks of training." It is advisable to plan and conduct mutual visits by teachers and classes. This will give teachers the opportunity to pay attention to the difficulties faced by the kids and plan future educational activities, taking into account already identified problems.
Collaboration of educational institutions with the family
An important role in organizing cooperation between the family and the educational institution is played by the formation of the ideas of teachers and parents about each other. The perception of educators by children is somewhat different from their perception of a teacher, due to the specificity of the teacher. The continuity of kindergarten and family in the organization of educational impact on the child begins at the time the child enters the preschool institution. The teacher is perceived by the baby as a second mother, provided that the teacher has all the necessary empathy and professional skills. Consequently, the parents themselves are ready to listen to the advice and recommendations of the educator, to fulfill them, to seek help if necessary.
An elementary school teacher with a first grader is at a distance incomprehensible to a child who is accustomed to the fact that the teacher is a close person and first assistant. Correctly and in time to rebuild the child’s perception of the teacher is a joint task of family members and employees of educational institutions. This direction is being realized through holding parental meetings, meetings of parents with future teachers, and clubs for parents. Provided that all planned activities are carried out professionally, the continuity of kindergarten and family maximally contributes to the formation of an adequate system of perception by children of the school and school teachers.
Escort of pupils at the transition stage
The main direction of the work of educational institutions, ensuring full continuity in the work of kindergarten and school, is work with children. Realizing this direction, teachers set themselves the task of expanding the idea of ​​children about school, school life, instructional activities, the specificity of which is somewhat different from the specifics of conducting classes in kindergarten. When moving to the next level of education called “school”, the child should not feel that he is in a completely new environment for him, but continues to be in the unified system of “kindergarten - primary school”. Continuity is carried out through trips to the school for educational purposes. Students are introduced to
future teachers. The continuity of the kindergarten and elementary school is being successfully implemented in those educational institutions where pupils contact students at game and entertainment events.
Adaptation lessons for seven-year periods at school
To familiarize children with the specifics of school life and conduct introductory classes, school teachers conduct familiarization lessons for future first graders for some time before entering school. Attendance by children of such classes, as experience shows, has a beneficial effect on the formation of adaptive processes in the psyche of the child. Children who attended adaptation classes in the system more easily perceive the change of game activity to the educational one, they adapt more quickly in the new team. At the same time, they also cope well with the new social role of the student and positively perceive the new teacher. The continuity of the kindergarten and school in this case is realized due to the joint attendance of school classes by the pupils together with the teacher.
School of the future first grader
Preschool institutions, for their part, provide escort for graduates at the stage of transition to a new level of education, organizing the work of the School of the Future First-Grader. Such a school operates in a kindergarten approximately from October to May of the school year. Teachers of future first-graders are obligatory invited to the first meeting, held under the theme “Kindergarten - Elementary School: Continuity in Work”, where the first meeting of the teacher, letting the children out, and the teacher accepting the kids takes place. Subsequent meetings of the school are held taking into account the diagnosis of children, a survey of parents. It is desirable to acquaint future teachers with the results, thereby ensuring the continuity of kindergarten and school. The work plan of the School of the Future First-Grader is drawn up in advance and agreed with the administration and teaching staff of educational institutions.
Prevention of psychosomatic disorders
The favorable course of adaptation of the child to school life is primarily indicated by the state of his physical health. Medical specialists note the growth of health disorders and the occurrence of diseases precisely in the first period after the child enters first grade. This gives reason to assume the psychosomatic basis of such disorders, especially in cases where the child has not previously manifested symptoms of the disease. In those educational institutions where pedagogical groups have comprehensively organized the continuity of kindergarten and school, psychologists have noted the minimum number of psychosomatic health problems among first-graders. Therefore, the organization of cooperation between the kindergarten and the school 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 students.