problem of adaptation of first-graders to the new conditions of learning is different is especially important.Her study quite a lot of attention to child psychologists, teachers, doctors and scientists.After studying the issue thoroughly, experts have come to the conclusion that one of the factors affecting the success of adaptation of first-graders in the society, is the continuity of the kindergarten and school.
Creating a holistic educational environment
time preschool period is favorable for the formation and development of basic skills.The leading activity of the child is a preschooler's.Development of the basic psychological processes - memory, attention, thinking, imagination - also occurs actively during the pre-school age.In the transition from kindergarten to school facilities in the body and it is changing the psychology of the child.The transition from games to educational activity is associated with the occurrence of some of the difficulties in the perception of the child the learning process itself.Continuity in the kindergarten and school involves the creation of a special, holistic educational environment between the continuing education units in a single system.The main goal pursued by academic institutions in organizing a unified educational environment - it is reasonable to develop a common approach to training and education.
Mechanisms of creating a system of continuity between educational institutions
Before solving the problem of ensuring the continuity of the kindergarten and school administrations of both educational institutions should conclude an agreement on cooperation on the basis of which will be the process.Given the difference in the specificity of functioning of educational institutions is to develop a joint project on creation of favorable conditions for transition from one training system to another.The first large-scale joint measures ensuring the continuity of the kindergarten to schools, should be monitored children's adaptability to different conditions of the educational environment.Monitoring studies begin during the stay of the child in preschool and continues in the school society.Complex joint activities of both institutions planned by experts, taking into account the primary data monitoring studies.
main directions of creation of single educational society
When you create a single educational space must take into account a number of factors, primarily the one that the system should involve all parties to the educational process.The first direction of the creation of a single society between educational institutions will work with the teaching staff.The next will be to work directly with preschool children and their families.
main objectives of cooperation
first and main task of the teaching staff is to create an enabling environment for the passage of the transfer of the child from kindergarten to school educational institution.In recent years, there is a lot of disagreement about the structural components of the child's intellectual readiness to uchёbnomu process, so it is quite urgent task is to work together to improve training for school olds.With particular emphasis on the formation of the kids interest in school life.Help parents understand their role, accompanied by a child in transition from one institution to another is as the leading challenge to the employees of the school and to the teachers of kindergarten.
essence of methodical work in ensuring the continuity of
Since methodical work planned and carried out directly from the teaching staff, then carried it through the analytical and practical activities, joint pedagogical readings, case teaching living.Subjects of planned in advance, the estimated areas are: "Continuity of kindergarten and school: problems and perspectives", "The main problems of first-graders in the first weeks of training."It is advisable to plan and conduct classes and teachers vzaimoposescheny matinees.This will allow teachers to pay attention to the existing difficulties in children and plan for future training activities in view of the problems already identified.
cooperation of educational institutions with the family
an important role in organizing the cooperation of the family and educational institution plays conceptions teachers and parents about each other.Perception of educators of children is somewhat different from the perception of teachers, due to the specifics of the teacher.Continuity of the kindergarten and the family in the organization of educational influence on the baby begins at the moment of the child in the preschool.Mentor is perceived as the second baby mama, provided that the teacher has all the necessary skills and empathy skills.Consequently, the parents are willing to listen to the advice and recommendations of the tutor, carry them to seek help when needed.
Primary school teacher with a first-grader is at a certain distance, strange child, accustomed to the fact that the teacher - the closest person and first mate.Correctly and in time to rebuild the teacher's perception of the child - a joint task of the family members and employees of educational institutions.Implemented this direction due to the holding of general parent meetings, parent meetings with prospective teachers, clubs work for parents.Provided professional conduct of all planned activities continuity kindergarten and family as much as possible contributes to the formation of an adequate system of perception of school children and school teachers.
Support students in transition
The main focus of the educational institutions that provide full continuity of the kindergarten and school, is to work with children.Realizing this trend, teachers have the goal to expand the representation of children's school, school life, training sessions, specifics of which are slightly different from the specificity of employment in the kindergarten.The child in the transition to the next stage of training called "school" should not feel that he gets into a completely new environment for him, but continues to be in a single system "kindergarten - an elementary school."Continuity is carried out at the expense of going to the school with the purpose of the study.An acquaintance of pupils with future teachers.Continuity of kindergarten and primary school is being successfully implemented in the educational institutions where the students are in contact with the students in the gaming and entertainment events.
Adaptable lessons for semiletok school
to familiarize children with the specifics of school life and conduct introductory training sessions teachers of schools organized educational lessons for future first-graders for some time before going to school.Visit kids activities such as experience shows, it has a favorable effect on the formation of adaptive processes of the psyche of the child.Children who attend classes in the adaptive system is easier to perceive the change of the gaming activities in training, quickly adapt to a new team.However, they are also a good idea to cope with the new social role of the student, positive about the new teacher.Continuity of kindergarten and school in this case is realized through joint visits of school pupils in cooperation with the tutor.
School of the Future first-grader
Kindergarten, for its part, provides support graduates in the transition to a new stage of training, organizing the work of the "School of the Future first-grader."Such a school is functioning in kindergarten roughly from October to May of the school year.At the first meeting, held under the theme of "Kindergarten - Elementary school: the continuity of the" mandatory invited teachers of the future first-graders, where it is the first acquaintance educator, producing children and teachers, host kids.The next meeting of the school held taking into account the conducted diagnosis of children, parents' questionnaires.From the results, it is desirable to introduce and future teachers, thus ensuring the continuity of kindergarten and school.The work plan "Schools of the Future first-grader" prepared in advance and coordinated with the administration and teaching staff of educational institutions.
Prevention of psychosomatic disorders
About congenial adaptation of the child to school life in the first place says the state of his physical health.Experts ascertain increase in medical and health problems of disease is in the first period after receipt of the child in the first grade.This gives reason to believe the foundation of psychosomatic disorders, especially in cases where the child previously did not show symptoms of the disease.In educational institutions where teaching groups organized a comprehensive continuity of kindergarten and school psychologists ascertain the minimum number of psychosomatic health disorders among first-graders.Therefore, the organization of cooperation kindergarten and school in order to ensure continuity in the work of educational institutions not only helps to improve the quality of the educational process, but also to preserve the physical health of students.
