Introduction

Teaching children to read and write is a very important stage in their development. How well a child learns to read largely determines how well he or she learns at school. Knowing this, many parents start early - for example, at three years old - to introduce their child to letters. How surprisingly upset they are when it turns out that even by the age of five or six, the baby still cannot read!

Can preschoolers be taught to read? The well-known Russian psychologist R.S. Nemov argues that learning to read and write is not only possible, but also necessary to be transferred from younger age in preschool. Reading and writing can be taught to children at the age of four or five, making what is learned necessary and interesting for the child, closely linking literacy with the actual needs of the baby, and above all with the game.

Teaching literacy is not an easy task, requiring patience, time, and some special knowledge in the field of teaching children literacy (reading). Who else but a teacher primary school Is it better than others to know the patterns of formation of children's speech - oral and written? Therefore, consistent, attentive work is necessary in the study of the alphabet and familiarity with the letters of the Russian alphabet.

It is known that different sounds of native speech are mastered by a child at different times, that there are sounds that are difficult to pronounce. If, starting to study letters, the child still does not pronounce the sounds they designate very clearly, in the future he may have writing and reading disorders - dysgraphia and dyslexia.

To avoid these complications, "difficult" sounds and their corresponding letters are studied last. As in the alphabet N.S. Zhukova on which circle activities are conducted to teach preschoolers to read.

One of the most important tasks in teaching literacy is mastering the skills of analyzing and synthesizing words and sentences. Without the ability to combine sounds (letters) into syllables and words, to distinguish sounds (letters) and words, to determine their place and number in a word, a child will not learn to read well and write correctly. In the work in the classroom, it is necessary to use many games, entertaining activities and exercises that contribute to the introduction of these skills. Give children bright visual pictures that will attract the attention of the baby.

The ability to visually memorize a newly studied letter begins with showing this letter, its name, and reading a large-printed rhyme to adults. After listening to the rhyme, the child himself will be able to find, highlight this letter among the so far unfamiliar icons.

My mission as a teacher additional education a preschooler is not so much taught to read, how to teach a child to love reading, while reading should be meaningful (preferably fluent). In my work, I try not to voice the specific goal of teaching the child to read, but gradually I lure, involve him in the reading process, make him want to learn something new, interesting - edification, this is not a method, and not a way to positively motivate the child in the classroom.

Explanatory note

Of course, it is more important not to teach a child to read, but to develop speech, the ability to distinguish sounds, develop the ability to listen and hear, the ability to tell, etc. a picture when a person who does not know how to teach reading takes on this, as a result the child is taught to read incorrectly, unqualified reading training creates a lot of difficulties in further learning. It is more difficult to retrain than to teach.

There are, as it were, two layers in teaching reading - theoretical and practical. The school is designed to introduce the child to the theory of writing and reading, to help the child comprehend the laws of written speech and use them consciously.

Practical learning to read - it's a completely different task. And if u

five – A six-year-old child has a desire to learn to read, why artificially slow down, and then again (a year later) excite this desire.

Purpose of the work program:

• educate children before school age mastering the technique of reading, which should bring them joy and satisfaction as a reward for their work;
• prepare preschoolers for learning, introduce letters as signs of recording sounds known to them;
• teach to read without conflicting with school teaching methods.

A task:

• work together in notebooks "Teaching literacy by writing" (inIIparts)
• to make for a child an exciting training in the technique of reading and to instill an interest in the book, a taste and desire for independent reading;
• promote enrichment vocabulary and language development in children.

starting principle preschool education reading is that acquaintance with a letter is preceded by deep work on the sounds that are indicated by this sign. It makes no sense to introduce sound signs before getting to know the sounds themselves, and getting to know the letter sign will be fruitless if the child does not know what exactly is indicated by this sign. Therefore, learning to read is based on the sound analysis of the word. Sound analysis includes, first of all, the ability to consciously, intentionally, arbitrarily allocate sounds in a word. In order to learn to read, a child needs to make two important discoveries:

• first to discover that speech is "built" from letters,
• and then open the relationship of sound and letter.

Sound analysis of the word child with the help of intonation is emphasized, consistent stretching of sounds in the spoken word (DDDOM, DOOOM, DOMMM).

The main task of the work is to make a word for the child, its sound shell not only tangible, but also attractive and interesting. When children in a game, onomatopoeic action have learned to stretch, amplify, highlight individual sounds in words, distinguish between vowels and consonants, hard and soft consonants, new task remember the sign with which the given sound is recorded on the letter. For easier memorization of letters, it is good to construct them from sticks, sculpt them from plasticine, draw them on a sheet of paper, hatch, trace a sample letter, etc.

Learning to read involves teaching children to read at the level of the individual abilities of each child. At the same time, purposeful work is being carried out to enrich, activate speech, replenish vocabulary, improve sound culture, clarify the meanings of words and phrases, and develop dialogic speech. Sensitivity to the semantic side of the language, speech hearing develop, the correct sound and word - pronunciation are formed. Children learn to correctly compose sentences, compose stories from a picture, according to a given beginning, correctly formulate answers to questions, etc.

As a result of these exercises, the child learns to transfer the formed speech skills to new material the ability to use them in independent speech.

The skills of independent coherent stories are formed over a rather long time and require patience, perseverance, attention and tact on the part of an adult. It is very important to ensure that the child's independent statements are logical, consistent and grammatically correct.

Improving reading skills, the formation of language flair occurs in games of varying complexity and focus. With the help of games with sounds, a persistent interest in activities and a desire to learn new things are maintained.

The teacher needs to encourage the child, praise him, if not for the accuracy and correctness of the performance, then for the diligence, the desire to work.

The level and quality of the formation of coherent speech - this is a reflection of the speech environment in which the child is brought up, starting from birth. Therefore, I constantly talk and advise parents to carefully monitor the purity, accuracy and expressiveness of their own speech. For the purpose of moral education of the child and the culture of speech.

The main goals of the program:

Formation of ideas about the difference between an object and its designation in the form of a word; about the word as a sound unit, consisting of parts (larger - syllables and smaller - individual sounds).

Development of phonemic hearing:

a) practical mastering the difference between the pronunciation of sound quality

(vowels and consonants, hard and soft, voiced and deaf) without introducing terms;

b) the formation of the ability to distinguish sound at the beginning, at the end and in the middle of a word;

c) specially organized work on pronouncing sounds that are difficult to articulate: whistling (c), (h), (c),;hissing (w), (g), (h), (u),;sonorant (p), (l).

The development of fine motor skills of the hand of the leading hand (mastering the contour of the drawings, as well as the silhouettes of letters and their elements with the index finger and writing medium)

Formation of the primary reading skill:

a) familiarity with vowel sounds and features of their articulation;

b) working out the first and second syllabic models;

c) reading reverse closed syllables based on the development of direct open syllables;

d) reading open syllables using more and more consonant letters (with the semantic motivation of each new consonant introduced through onomatopoeia)

Structure and implementation of the program:

Extra classes educational service are held in circle activities 2 times a week in the afternoon for 30 minutes each lesson. The course starts on October 1st. The mode of operation is built taking into account the habituation of children to regular classes and the age characteristics of preschoolers.

The organization of the educational process in the preparatory group is based on the work program developed by the teacher for an additional educational service for preparing children for school, agreed with the head of the MADOU "Kindergarten No. 80 of the combined type"

Timetable of classes:

Monday: 16.10 – 16.40

Thursday: 16.10 – 16.40

Requirements for the level of preparation of children by the end of the year:

"Sanitary - epidemiological requirements to the device, content and organization of the mode of operation of preschool educational institutions.

SanPiN 2.4.1.1249 - 03 "

Universal learning activities. With the aid system used in the classroom (Primer book, workbooks, reproductions, didactic games and many others) preschoolers will learn:

Maintain attention while listening to a short text read by an adult or

considering reproduction;

Understand the structure of the children's book "Primer" and the structure of the page, the logic of reading

top to bottom and left to right;

Orient yourself on the page and on the spread of the Primer, find pronounced

structural elements (illustrations, bold font, fragments, columns,

lines of different sizes)

Use the Primer and simple tools (frames, pointers);

Correctly hold the pen, tilt the workbook, monitor posture;

Follow the instructions of the teacher (when working with the Primer, workbook);

Discuss the problem with the teacher, answer the questions

a full answer regarding the listened text;

At the request of the teacher, correct your mistake if it did not work right away

complete the task correctly without rushing;

Subject knowledge and skills.

It is enough to pronounce words distinctly and clearly; extract sounds from words

words with a certain sound, determine the place of sound in a word;

Observe orthoepic pronunciation norms;

own concepts "word", "sound", "letter", "sentence";

Correctly coordinate words in a sentence;

Compose sentences with a given word, according to a picture, on a given topic,

finish the sentence with the word that is necessary in meaning, restore obviously

distorted phrases, etc.;

Tell fairy tales, stories based on illustrations or a series of pictures;

Navigate on the Primer page;

Compose short stories of a supporting character according to the plot picture; about

an event from one's own life experience;

Use prepositions correctly;

Pronounce sounds correctly.

Calendar - thematic planning

Svetlana Gorban
The program of the circle "Future first grader" for children of the preparatory group for school

MUG PROGRAM

« FUTURE FIRST GRADE SCHOOL»

(for children 6-7 years old)

Explanatory note

Be ready for school It does not mean being able to read, write and count.

Be ready for school means to be ready to learn it all.

A. L. Wenger.

One of the topical problems of education is the problem preparing children for school. Educational activity makes high demands on the child's psyche - thinking, perception, attention, memory.

To yesterday preschooler could painlessly engage in a new relationship for him and a new (training) type of activity necessary conditions for successful entry into school life. There was a need to create Programs, which makes it possible prepare children for school. Classes with future first graders enable them to successfully master school curriculum and continue learning.

Classes are organized from October to April. The duration of the lesson is 30 minutes. Age children - 6 - 7 years.

The teaching methods used in the work correspond to the age characteristics of the child and do not duplicate school.

Target programs - preparing the child for school life, a new leading activity, removing the difficulties of adaptation in a new for him social environment, development and correction of cognitive and communicative abilities of the child.

The development of prerequisites for full-fledged education involves the solution of the following tasks:

1. Develop and improve communicative readiness for learning: the ability to listen carefully and hear the teacher, to subordinate their actions to his instructions;

2. Develop the ability to establish temporal and spatial relationships;

3. Develop attention, memory;

4. To form the ability to switch from one type of activity to another;

5. Form general intellectual skills: operations of analysis, comparison, generalization, flexibility of thought processes;

6. To form the ability to establish cause-and-effect relationships.

7. Develop grapho-motor skills;

8. To form the skills of educational and practical activities;

9. Form self-control and self-esteem of students;

10. To form the motivation of learning, focused on the satisfaction of cognitive interests.

11. Education children of collectivism respect for elders, the desire to help each other.

School preparation program for preschoolers goes through the following directions:

1. Development of attention and memory.

2. Development of coherent, grammatically and phonetically correct speech.

3. Mastering elementary knowledge, skills and abilities in mathematics and literacy.

4. Development of mental abilities.

5. Development of socio-psychological readiness for school(the ability to communicate, listen to the teacher and friend, act together with others).

6. Development of the child's volitional readiness.

Operating principles for preparing children for learning:

* taking into account individual characteristics and capabilities children;

* consistency and planning;

* respect for the child, for the process and results of his activities, combined with reasonable demands;

*Entertainment, ease, playful nature of the educational process;

*development of intellectual qualities, mental functions: memory, attention, imagination, speech, thinking;

* contact with parents: organization of conversations on issues of interest to them.

During the classes, didactic games, creative tasks, entertaining tasks and questions are widely used. They stimulate speech activity children, create a positive emotional mood, contribute to the comprehensive development of the child. In accordance with age characteristics, the forms of organization of classes are very varied: front work with demonstration material, independent work children with handouts, staging and resolving problem situations, experimentation, elements of theatrical activities. The development of perception goes through visual, auditory, tactile, motor sensations, which ensures the full formation of a picture of the world. Age-appropriate tasks for the development of mental actions and variability of thinking are used. Spatio-temporal relations are formed.

Exercises in determining the sequence in space and time create the basis for the education of sound-syllabic and morphemic analysis of words. The starting point in the work on the development of spatial orientations is the children's awareness of the scheme of their own body, the definition of directions in space, orientation in surrounding"small" space. Pupils train in determining the sequence of objects or their images, as well as graphic signs. Such tasks contribute to the training of the hand and gaze in sequential movement in a given direction.

Each lesson includes physical education sessions, thematically related to the tasks.

Thematic planning

(28 hours)

Planning is based on 1 lesson per week for 30 minutes.

1. Acquaintance with the scheme of the body.

Target: Check and Refine Views children about the body scheme.

2. Determination of directions in space

Target: Learn to determine directions in space.

3. Refinement of spatial relationships.

Target: Clarify spatial relationships.

4-5. Refinement of spatial relationships.

Acquaintance with the scheme of the body standing opposite.

Target: Introduce children with the scheme of the body standing opposite.

6-7. Determination of the linear sequence of the subject series.

Target: Learn to determine the linear sequence of the subject series.

8-9. Graphic reproduction of directions.

Target: Learn to graphically reproduce directions.

10-11. Graphic dictations.

Target: Clarify spatial relationships on the material of graphic dictations.

Target: Enter in the active dictionary adverbs and prepositions of spatial values: right, left, in front, behind, above, below, behind, in front of.

14. General lesson on topic:"Directions in Space"

Target: To consolidate the ability to determine directions in space, spatial relationships between objects and their images, the location of parts of the body standing opposite.

15-16. Developing the ability to notice a pattern and continue it.

Target: Develop the ability to notice patterns and continue them.

17-18. Parts of the day and their sequence.

Target: Form ideas about the parts of the day.

19-20. Days of the week and their sequence.

Target: Form ideas about the days of the week.

21-22. Seasons and their sequence.

Target: To form ideas about the seasons.

23-24. Months of the year and their sequence.

Target: Continue to form ideas about the months of the year.

25. Generalizing lesson on the topic "Days of the week, months of the year, seasons"

Target: To consolidate ideas about the days of the week, months of the year, seasons.

26. Words are antonyms.

Target: Engage in updating, enriching and clarifying the dictionary of antonyms of pupils.

27. Adverbs and prepositions of spatial meaning.

Target: Develop an understanding of adverbs and prepositions of spatial significance, activate their use in speech.

28. Age and roles in the family.

Target: Engage in updating, enriching and clarifying the vocabulary on the topic "A family".

Requirements for learning outcomes

At the end program, the future first-grader should be able to:

1. Make sentences of 3-4 words;

Find words with a certain sound, determine the place of sound in a word;

be able to answer questions;

Compose stories from a picture, from a series of pictures, from experience;

Learn and recite your favorite poems by heart.

2. Call numbers in forward and reverse order within 10;

Match the number with the number of objects;

Focus on a sheet of checkered paper.

3. Recognize familiar plants and animals in the drawing and in nature;

List the seasons and days in the correct order.

Name the main features of the seasons.

Bibliography:

1. Volodina V. S. Album on the development of speech. - M.: CJSC "ROSMAN - PRESS", 2009.

2. Ilyina V. M. We train attention and memory. Tests and exercises for children 5-7 years old. A manual for psychologists, preschool educators, teachers. – M.: ARKTI, 2005.

3. Pylaeva N. M., Akhutina T. V. Attention school children 5-7 years old: Toolkit. – M.: Terevinf, 2004.

4. Pylaeva N. M., Akhutina T. V. Attention school. Methodology for the development and correction of attention in children 5-7 years old: Workbook. – M.: Terevinf, 2004.

5. Sinitsyna E. I. Logical games and riddles. – M.: UNVES, 2000.

6. Shevlyakova I. N. Look carefully at the world. – M.: Genesis, 2003.

Dedicated to parents of future first-graders...

You often hear: "We study according to Vinogradova ...", "And in our class they teach according to Zankov." Unfortunately, most parents can only name the author of the curriculum, others will say “we were praised for it”, others, perhaps, will talk about specific pros and cons. But in general, the average parent hardly understands how all these programs differ. And no wonder. It is really difficult to get through the scientific style and terminology of pedagogical texts.

So let's get together and try to understand.

First, there is a pedagogical system and a pedagogical program.

There are only three systems: Zankov system(developing), Elkonin-Davydov system(developing) and traditional(see Order of the Ministry of Education and Science of the Russian Federation of October 21, 2004 N 93).

There are much more programs. In addition to the officially recognized, there are many experimental systems, as well as copyright, intra-school, which we will not consider in this article.

Schematically it will look something like this:

All systems and programs approved by the Ministry of Education meet the main requirement: they allow the student to acquire the required minimum of knowledge. Authorship is manifested in the way the material is presented, additional information, organization of educational activities.

Each system and program has its own author, so to speak, an ideological inspirer. But this does not mean that all textbooks in all subjects were written by him alone. Of course, a whole team worked on compiling the UMK (Educational and Methodological Kit)! Therefore, the names on the textbooks of your children, of course, will be different. But, despite the "collective creativity", all textbooks within the same program have the same:

• Purpose (i.e. the result that should be obtained, the qualities that graduates who have studied in a particular program should eventually have)
• Tasks (i.e. those steps by which the goal is achieved)
• Principles (i.e. features of the organization of training, presentation of material, choice of methods that distinguish one program from another).
• Content (in fact, the very educational material that the child will learn in the learning process. For example, the content of education in philology, mathematics, social science and natural science. In this part of the program, they differ in that some are limited to the state standard minimum, others include various additional knowledge, concepts, literature, as well as the order of presentation of educational material, which is inextricably linked with the principles.)

There are no bad or good programs. All programs considered in the article are approved by the Ministry of Education. And the developing system is no better and no worse than the traditional one. In fact, each system is designed for a certain mindset, or, in other words, a way of perceiving and mentally processing information. And these processes are individual for each child. Like metabolism, or let's say hair color. Therefore, in the description of each program, we have introduced the section “Features that will allow the child to successfully study in this program”, where we will describe the qualities that it is desirable for a child to have in order to show high results without overstraining.

Below we will sometimes give examples of schools teaching according to one or another program, but in fact, different classes of the same school can study according to different programs, especially where the choice of the program is made by the teachers themselves. And it's even good. Different programs and systems require different initial knowledge and skills from children, and it also largely depends on the personal qualities of the teacher whether he will be able to implement the program in full. Therefore, the teacher chooses a program that will allow him to work in the current situation with this particular team.

Zankov education system

In 1995 - 1996 L. V. Zankov's system is recognized as a parallel state system of primary education.

Target: the general development of students, which is understood as the development of the mind, will, schoolchildren and as a reliable basis for their assimilation of knowledge, skills and abilities.

Tasks: one of the most important tasks is to educate the junior schoolchild about himself as a value. Education should be focused not so much on the whole class as a whole, but on each individual student. At the same time, the goal is not to “pull up” weak students to the level of strong ones, but to reveal the individuality and optimally develop each student, regardless of whether he is considered “strong” or “weak” in the class.

Principles: student independence, creative comprehension of the material. The teacher does not give the schoolchildren the truth, but makes them "dig" for themselves. The scheme is the opposite of the traditional one: first examples are given, and students themselves must draw theoretical conclusions. Learned material is also reinforced practical tasks. The new didactic principles of this system are the rapid mastering of the material, a high level of difficulty, and the leading role of theoretical knowledge. Comprehension of concepts should occur in the understanding of systemic relationships.

Systematic work is being done on common development all students, both strong and weak. It is important for students to be aware of their learning process.

Features that will allow the child to successfully study under this program: the willingness to work at a high pace, the ability to reflect, independently search for and assimilate information, and the willingness to be creative in solving the problem.

• http://www.zankov.ru/article.asp?edition=5&heading=26&article=26 - the system is clearly and completely described, you can’t say better

Elkonin-Davydov education system

If Zankov teaches high speed, then Davydov follows the saying "quieter you go - you will continue."

The educational system of D. B. Elkonin-V.V. Davydov has already more than 40 years of history of existence: first in the form of developments and experiments, and in 1996, by the decision of the Board of the Ministry of Education of the Russian Federation, the educational system of Elkonin-Davydov was recognized as one of the three government systems, along with the traditional system and the system of developmental education L. V. Zankova.

Target: formation of a system of scientific concepts, educational independence and initiative. Developing in a child the ability to think unusually and deeply

Tasks:

1. to form in elementary school graduates the ability to reflect, which at primary school age reveals itself through:

• knowledge of one's ignorance, the ability to distinguish between the known and the unknown;
• the ability to indicate in an underdetermined situation what knowledge and skills are not enough for successful action;
• ability to review and evaluate own thoughts and actions "from outside", not considering their point of view as the only possible one;
• the ability to critically, but not categorically evaluate the thoughts and actions of other people, referring to their reasons.

The formation of these abilities is detected if:

• students can identify a system of tasks of one class that have a single principle of their construction, but differ in external features of the conditions (meaningful analysis);
• students can mentally build a chain of actions, and then perform them smoothly and accurately.
• develop the student's creativity and imagination.

Principles:

1. The main principle of this system is to teach children to acquire knowledge, to search for it on their own, and not to memorize school truths.
2. The subject of assimilation are general methods of action - methods of solving a class of problems. They start learning subject. In the following, the general method of action is concretized in relation to particular cases. The program is arranged in such a way that in each subsequent section the already mastered method of action is concretized and developed.
3. Mastering the general method begins with a subject-practical action.
4. Student work is built as a search and trial of means for solving a problem. Therefore, the student's judgment, which differs from the generally accepted one, is considered not as a mistake, but as a test of thought.

Features that will allow the child to successfully study in this program: the same that were described for the Zankov program. Exception: It is unlikely that you will have to work at a fast pace. Rather, thoroughness, attention to detail, the ability to generalize are useful.

School 2100 (School 2000, Peterson program)

The program is aimed primarily at the development and improvement of the traditional content of education.

Target: ensure the natural and effective integration of the child into society.

Tasks:

• create readiness for productive work
• to form a readiness for further education and, more broadly, for lifelong education in general.
• to cultivate a natural-scientific and general humanitarian outlook.
• provide a certain level of general cultural development. An example is the formation (cultivation) of a schoolchild of the skills of an adequate artistic perception of at least literature
• to form certain personal properties that ensure its successful socio-psychological adaptation in society, successful social activity and successful social and personal development
• provide maximum opportunities for the formation of a student's attitude to creative activity and skills of creative activity
• to form knowledge, attitudes and basic skills of pedagogical activity.

Principles.

The principle of adaptability. The school seeks, on the one hand, to adapt as much as possible to students with their individual characteristics, on the other hand, to respond as flexibly as possible to sociocultural changes in the environment.

development principle. The main task of the school is the development of the student, and first of all - holistic development his personality and the readiness of the personality for further development.

The principle of psychological comfort. This includes, firstly, the removal of all stress-forming factors of the educational process. Secondly, this principle presupposes the creation of educational process relaxed, stimulating creative activity schoolboy.

The principle of the image of the world. The student's idea of ​​the objective and social world should be unified and holistic. As a result of the teaching, he should develop a kind of scheme of the world order, the universe, in which specific, subject knowledge takes its specific place.

The principle of the integrity of the content of education. In other words, all "objects" are interconnected.

The principle of systematicity. Education should be systematic, consistent with the laws of personal and intellectual development of the child and adolescent, and included in common system continuous education.

The principle of semantic attitude to the world. The image of the world for a child is not an abstract, cold knowledge about it. This is not knowledge for me, but this is my knowledge. This is not the world around me: this is the world of which I am a part and which I somehow experience and comprehend for myself.

The principle of the orienting function of knowledge. A task general education- to help the student form an orientation base, which he can and should use in various types of his cognitive and productive activities.

Features that will allow the child to successfully study under this program: Since the program, as conceived by the authors, has something in common with the Elkonin-Davydov system, all the qualities that were described above will come in handy. But since this is still a traditional program designed for the "average student", almost any child will be able to successfully learn from it.

"School of Russia" (Pleshakov)

This is the elementary school kit that we all learned from, with some modifications.

Target: education of schoolchildren as citizens of Russia. The Russian school should become a school of spiritual and moral development.

Tasks. The main purpose of elementary school, according to the authors, is educational. Hence the tasks:

• child's development human qualities that meet the ideas of true humanity: kindness, tolerance, responsibility, the ability to empathize, willingness to help another
• teaching a child conscious reading, writing and counting, correct speech, instilling certain labor and health-saving skills, teaching the basics of safe life
• formation of natural motivation for learning

Principles: fundamentality, reliability, stability, openness to new things.

Problem-search approach. It provides for the creation of problem situations, making assumptions, searching for evidence, formulating conclusions, comparing results with a standard.

Features that will allow the child to successfully study in this program: No special qualities are required from the child. Of course, the more abilities developed in a child, the better. For example, the ability to self-esteem, willingness to work in problem situations is useful. But according to this program, even the most unprepared children for school study well.

"Harmony" edited by N. B. Istomina

This system correlates with the main ideas of developmental education and, in particular, with the Zankov system, in which Natalya Borisovna Istomina herself worked for a very long time.

Target: multilateral development of the child, comfortable learning, prepares the mental apparatus of the child for further learning. Overcoming the differences between traditional and developmental learning patterns.

Tasks: ensure that the child understands the issues being studied, create conditions for harmonious relations between the teacher and the student and children with each other, create situations for each student to succeed in cognitive activity.

Principles: organization of educational activities of students associated with the formulation of an educational task, with its solution, self-control and self-assessment; organization of productive communication, which is a necessary condition for the formation of educational activities; the formation of concepts that provide, at a level accessible to primary school age, awareness of cause-and-effect relationships, patterns and dependencies.

"Primary school of the 21st century" (Vinogradova)

Target: organization of educational activities of younger students in such a way as to provide comfortable conditions for the development of the child in the process of mastering knowledge, skills and abilities.

Tasks:

• the formation of the main components of learning activity (if we discuss the position of a student, then this is the answer to the questions “why am I studying”, “what should I do to solve this learning task”, “how do I complete the learning task and how do I do it”, “ what are my successes and what am I not succeeding in?”
• organization of the educational process in such a way as to ensure a situation of success for each student and the opportunity to learn at an individual pace.

Principles: the main principle of education is that the elementary school should be nature-friendly, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account the typological and individual characteristics of their cognitive activity and the level of socialization. A schoolchild is not just a “spectator”, “listener”, but a “researcher”.

Content: in accordance with the main principle (conformity to nature), the authors paid special attention to the implementation of the function of "soft" adaptation of children to new activities. A system has been developed for using role-playing in teaching, which makes it possible to develop various facets of role-playing behavior, and hence the imagination and creativity of the student. All textbooks provide additional educational content, giving everyone the opportunity to work in accordance with their abilities (for example, introducing interesting texts into the textbook from the very beginning of learning on the material of the full alphabet for well-read children).

Features that will allow the child to successfully study under this program: based on the principles, it can be assumed that under this program it will be comfortable for children who need soft adaptation to everything new for them, whether it be a team or type of activity. All courses have a long preparatory period.

Discussion

By the way, we are now studying at the school of the 21st century. Daughter loves it, it's all true. Was it difficult? No, the tasks are arranged in such a way that each child is given depending on the level of preparation.

Municipal budgetary educational institution
Medium comprehensive school №22

ADDITIONAL
EDUCATIONAL PROGRAM
"School of the future student"

Okhrimenko E.A.
primary school teacher
MBOU "Secondary School No. 22"
Rostov-on-Don

ADDITIONAL
EDUCATIONAL PROGRAM
"School of the future student"

PROGRAM PASSPORT

1
Program name
School of the future first-grader "School of the future student"

2
Basis for program development
The program is a program to prepare future first graders for schooling

3
Main developers of the program
Okhrimenko E.A.

4
The main goal of the program
to ensure the formation of readiness for learning in primary school in the future student, the development of those intellectual qualities, creative abilities and personality traits that ensure the success of the adaptation of the first grader, academic achievements and a positive attitude towards school

5
Program objectives

6
Conditions for achieving the goal and objectives of the program
Organization of training of preschoolers by future teachers of the first grades

7
Main directions of the program
Adaptation to schooling goes through:
the formation of basic skills necessary for schooling;
expansion of knowledge about the surrounding objective world, natural and social environment;
enrichment of the child's active vocabulary, coherent speech;
logical and symbolic propaedeutics.

8
Terms of the program implementation
From 2012

9
Users of the main events of the program
Children 6- summer age who are preparing to enter the 1st grade

10
Expected results
providing unified starting opportunities for future first-graders,
development of the personality of a child of senior preschool age,
formation of his readiness for systematic training

Introduction
One of the most acute problems of the modern school is the increase in the number of students with school maladaptation already in the first grade. Very often, the result of poor progress, school neurosis, increased anxiety is the unpreparedness of the child for learning. These phenomena persist and are fixed for a long time in children who enter school. The first year of study is very difficult for a child: his usual way of life changes, he adapts to new social conditions, new activities, unfamiliar adults and peers. Adaptation proceeds more unfavorably in children with physical and psychological health disorders, as well as in those children who have not attended preschool institutions. Observations of first-graders showed that socio-psychological adaptation can take place in different ways. A significant part of children (50-60%) adapts during the first two to three months of training. This is manifested in the fact that the child gets used to the team, gets to know classmates better, makes friends. Children who successfully passed the adaptation are in a good mood, an active attitude to learning, a desire to attend school, and conscientiously fulfill the requirements of the teacher. Other children (30%) need more time to get used to the new school life. Until the end of the first half of the year, they may prefer playing activities to educational ones, do not immediately fulfill the requirements of the teacher, often sort things out with their peers using inadequate methods (fight, act up, complain, cry). These children have difficulties in mastering the curriculum. In each class, there are approximately 14% of children who have significant difficulties academic work difficulties of painful and long (up to one year) adaptation are added. Such children are often characterized by negative forms of behavior, persistent negative emotions unwillingness to study and attend school. Often it is with these children that they do not want to be friends, to cooperate, which causes a new reaction of protest: they behave defiantly, bully, interfere with the lesson. The entry of a child to school is the starting point of a new stage of development. Teachers take into account the difficulties of the adaptation period and are interested in making it less painful for children. The child should be ready for new forms of cooperation with adults and peers, for changing the social situation of development, his social status.
Explanatory note
Often, preparing children for school comes down to teaching them to count, read, and write. Meanwhile, practice shows that the greatest difficulties in primary school are experienced not by those children who do not have enough knowledge, skills and abilities, but by those who show intellectual passivity, who lack the desire and habit to think, the desire to learn something new .
The purpose of this program:
All-round development of the child, which will ensure the formation of readiness for education in primary school in the future student, the development of those intellectual qualities, creative abilities and personality traits that ensure the success of the adaptation of the first grader, academic achievements and a positive attitude towards school
The main objectives of the program:
organization of the process of education, upbringing and development of children at the stage of pre-school education, taking into account the needs and capabilities of children of this age;
strengthening and development of the child's emotionally positive attitude to school, the desire to learn;
the formation of social personality traits of the future first-grader, necessary for successful adaptation to school.
The program is designed for children of 6 years of age. It involves the development of the child, taking into account his individual characteristics. In the course of the implementation of the program in children, through creativity, the ability to invent, create something new, the personality of the child is best formed, his independence and the cognitive world develop. Thus, during the work of the school of the future first grader, not only the teacher and the student get to know each other, but also the main task of the program is solved: reducing the adaptation period when the child enters school.
The concept of the program for the preparation of future first graders "School of the Future Student" is based on the following idea: preschoolers are only preparing for systematic education and this determines the choice of content, methods and forms of organization of children's education.
The procedure for organizing the work of the school of future first-graders "School of the future student":
groups are formed from children of 6 years of age;
the duration of training is 10 lessons (November - May)
group size of no more than 15 people;
class schedule: 2 times a week (Thursday-Saturday) - 2 lessons of 25 minutes

The content of the program provides for a set of classes, including the following areas of activity:
"Entertaining Mathematics". During the course, future first-graders travel around the country of numbers and signs, get acquainted with the "magic cells", study outdoor games with mathematical tasks. Children learn to correlate colors, determine the shape of objects, using geometric shapes as a reference, navigate in quantitative characteristics objects, count objects within 10, navigate in space, Preparation for the study of mathematics at school is carried out in three directions: The formation of basic skills that underlie mathematical concepts studied in elementary school; Logical propaedeutics, which includes the formation of logical skills that form the basis for the formation of the concept of number; Symbolic propaedeutics - preparation for operating with signs.
"Fundamentals of Literacy". A large role in the lessons of this course is given to games with words, during which children acquire the skills of inflection and word formation, lexical and grammatical compatibility of words, and master the structure of a sentence. The main objective of this course is the development of speaking and listening skills, enriching the active, passive and potential vocabulary of the child.
"Skilled Hands". The purpose of this course is to develop creative and improve communication skills of preschoolers. Development (analysis, synthesis, comparison, generalization, classification), the ability to group objects according to several criteria, combine them, notice similarities and differences in objects, compose compositions using improvised material (glue, scissors, colored paper) The development of communication skills of a preschooler is instilling correct (socially adapted) forms of behavior and the ability to work in a group.
The leading method of working with children is play. This type of activity is leading in preschool age.
The main form of organization of activity is a lesson. Are used different kinds lessons - lesson-journey, lesson-game.
Lesson goals
.Development of auditory and visual perception
.Development of focused attention and observation
.Development of auditory and visual memory
.Development of thinking and speech
.Development of general and fine motor skills
.Improvement of communication skills
.Cultivating a friendly attitude towards others
.Improving the skills of monologue speech
.Improving the skills of dialogic speech
.Development of facial expressions and pantomimics
.Development of fantasy and imagination
.Development of abilities for deep imaginative thinking
.Developing the ability to establish cause-and-effect relationships
.Development of creative abilities
.Formation of the emotional-volitional sphere
.Formation of ethical ideas
.Improved self-confidence
.To teach to make decisions

Lesson plan
"Entertaining mathematics" -10 hours
"Fundamentals of Literacy" -10 hours
"Skillful Hands" -10 hours

Thematic lesson plan
course "Entertaining mathematics"
No. topic of the lesson purpose of the lesson
1
counting by ear, counting by touch. Counting objects with open and closed eyes;
In and express in speech signs of similarities and differences individual items and aggregates;

2
measurement of length, width, height, surrounding objects using a conditional measure;
Combine groups of items
It is necessary to establish the relationship between
part and whole;

3
ideas about elementary geometric shapes Oh
Know the names of the geom. figures and be able to distinguish them

4
orientation on a sheet of paper in a cage (to the left, to the right, above, below, from, to, above, below).
Spatial orientation by cells

5
Establishing a sequence of events. Sequence of days in a week.
Orientation in time

6
Sra Comparison of the number of items
on a visual basis
The ratio of the number of items between two groups

7
Count up and down within 10.
Ordinal and rhythmic counting

8
Compiling figures from parts and dividing figures into parts.
Designing figures according to a given pattern

9
The relationship between the whole and the part. Presentation: one - many.
The ratio of the number of items between different groups

10
Establishing the equivalence of two groups by pairing (equal - not equal).
Comparison of items in groups of different numbers

Thematic lesson plan
course "Fundamentals of Literacy"
1
And today we have a skit! Hatching (vegetables).
Introduction to hatching rules

2
Familiarity with the lined notebook. Narrow line. Letter of straight_short lines. Rhymes
Proper breathing development colloquial speech, familiarity with the ruler

3
The letter is short lines with a rounded bottom. Sound games
Development of phonemic hearing and vigilance

4
The letter is short lines with a rounded top. In the world of sounds and letters
Correlation of sounds and signs

5
Letter of a straight long line with a loop at the bottom. Russian bylichki, byvalnitsy and fairy tales about mythological characters. Brownie.
Acquaintance with Russian folklore. Continuation hatching

6
Introduction to lined paper, writing short lines with a slope. Game "Find the letter"
Development of spatial representation on lined paper

7
Orientation on lined paper. The game "The way to the house"
Determining the right and left sides of an object

8
Speech (oral and written) - general idea. hatching-copying
Clarification, enrichment and activation of children's vocabulary.

9
sentence and word. The game "Words are different"
The development in children of attention to the sound side of audible speech (one's own and someone else's)

10
Word. A family
Improving general speech skills: teaching a leisurely pace and rhythm of speech, correct speech breathing, moderate volume (the ability to speak with medium strength in a voice without tension) and correct intonation (the ability to lower and raise the voice)

Thematic lesson plan
"Skilled Hands"
1
Application "Peacock"
Ability to hold scissors correctly
trace your palm, cut along the contour, apply creativity in the design.

2
"rainbow over the clearing", "butterfly"
The use of paints, the technique of folding the sheet in half

3
Origami "Swan"
Acquaintance with origami technique, square folding techniques

4
Coloring the Egg Template
Acquaintance with the technique of painting on paper.

5
Application template "Fungus"
pattern and pattern work

6
Construction "House by the road"
Application of geometric shapes

7
Drawing "Tree"
Introduction to wet sheet technique

8
Drawing a Bear cub in a clearing
Development of creative initiative

9
Mosaic "Ship"
Technique "mosaic from torn pieces of paper"

10
Collective work "Panel from our palms"
Ability to work in a group

Literature:
Amonashvili Sh.A. Hello children! - M .: Education, 1983 - 190s.
Archipenko F.A. Game in the educational activity of a younger student / Primary School, 1992, No. 4 - p.4-6
Babkina N.V. The use of developing games and exercises in the educational process / Primary School, 1998, No. 4 - p.11-19
Burs R.S. Preparing children for school - M: Enlightenment, 1997
Vasilyeva - Gangnus L.P. ABC of politeness - M .: Pedagogy, 1989 - 89s.
Volina V. Holiday number. Entertaining mathematics - M .: Education, 1996 - 208s.
Gavrina S.E., Kutyavina N.L., etc. I am getting ready for school (a popular guide for parents and teachers) - Yaroslavl: Development Academy, 2000 - 33p.
Gavrina S.E., Kutyavina N.L. and others. We develop hands - to learn and write, and draw beautifully (a popular guide for parents and teachers) - Yaroslavl: Development Academy, 2000 - 187p.
Gin S.I., Prokopenko I.E. First days at school. (Manual for first grade teachers) - M .: Vita-press, 2000 - 79s.
preschool. Primary School. Basic and high school / Collection of programs 2100 - M .: Balass, 2004
Dubrovina I.V. etc. Psychology. Textbook for students of secondary pedagogical educational institutions- M .: Publishing Center "Academy", 1999 - 464 p.
Dubrovina N.V., Akimova and others. Working book of a school psychologist - M .: Education, 1991 - 303p.

Attached files

Additional educational program "School of the future student">

Municipal budgetary educational institution

"Kulakovskaya secondary school"

ADDITIONAL

EDUCATIONAL PROGRAM

"School of the future student"

Kalinkina Nadezhda Adamovna

primary school teacher

MBOU "Kulakovskaya secondary school"

Kulakovo village

Motyginsky district

Krasnoyarsk region

PROGRAM PASSPORT

6

Conditions for achieving the goal and objectives of the program

Organization of training of preschoolers by future teachers of the first grades

7

Main directions of the program

Adaptation to schooling goes through:

the formation of basic skills necessary for schooling;

expansion of knowledge about the surrounding objective world, natural and social environment;

enrichment of the child's active vocabulary, coherent speech;

logical and symbolic propaedeutics.

8

Terms of the program implementation

From January 2016

9

Users of the main events of the program

Children aged 6 and 7 who are preparing to enter Grade 1

10

Expected results

providing unified starting opportunities for future first-graders,

development of the personality of a child of senior preschool age,

formation of his readiness for systematic training

Introduction

One of the most acute problems of the modern school is the increase in the number of students with school maladaptation already in the first grade. Very often, the result of poor progress, school neurosis, increased anxiety is the unpreparedness of the child for learning. These phenomena persist and are fixed for a long time in children who enter school. The first year of study is very difficult for a child: his usual way of life changes, he adapts to new social conditions, new activities, unfamiliar adults and peers. Adaptation proceeds more unfavorably in children with physical and psychological health disorders, as well as in those children who have not attended preschool institutions. Observations of first-graders showed that socio-psychological adaptation can take place in different ways. A significant part of children (50-60%) adapts during the first two to three months of training. This is manifested in the fact that the child gets used to the team, gets to know classmates better, makes friends. Children who successfully passed the adaptation are in a good mood, an active attitude to learning, a desire to attend school, and conscientiously fulfill the requirements of the teacher. Other children (30%) need more time to get used to the new school life. Until the end of the first half of the year, they may prefer playing activities to educational ones, do not immediately fulfill the requirements of the teacher, often sort things out with their peers using inadequate methods (fight, act up, complain, cry). These children have difficulties in mastering the curriculum. In each class, there are approximately 14% of children who, in addition to the significant difficulties of educational work, add the difficulties of painful and lengthy (up to one year) adaptation. Such children are often distinguished by negative forms of behavior, persistent negative emotions, unwillingness to study and attend school. Often it is with these children that they do not want to be friends, to cooperate, which causes a new reaction of protest: they behave defiantly, bully, interfere with the lesson. The entry of a child to school is the starting point of a new stage of development. Teachers take into account the difficulties of the adaptation period and are interested in making it less painful for children. The child should be ready for new forms of cooperation with adults and peers, for changing the social situation of development, his social status.

Explanatory note

Often, preparing children for school comes down to teaching them to count, read, and write. Meanwhile, practice shows that the greatest difficulties in primary school are experienced not by those children who do not have enough knowledge, skills and abilities, but by those who show intellectual passivity, who lack the desire and habit to think, the desire to learn something new .

The purpose of this program:

All-round development of the child, which will ensure the formation of readiness for learning in primary school in the future student, the development of those intellectual qualities, creative abilities and personality traits that ensure the success of the adaptation of the first grader, academic achievements and a positive attitude towards school

Mainprogram objectives:

organization of the process of education, upbringing and development of children at the stage of pre-school education, taking into account the needs and capabilities of children of this age;

strengthening and development of the child's emotionally positive attitude to school, the desire to learn;

the formation of social personality traits of the future first-grader, necessary for successful adaptation to school.

The program is designed for children of 6 years of age. It involves the development of the child, taking into account his individual characteristics. In the course of the implementation of the program in children, through creativity, the ability to invent, create something new, the personality of the child is best formed, his independence and the cognitive world develop. Thus, during the work of the school of the future first grader, not only the teacher and the student get to know each other, but also the main task of the program is solved: reducing the adaptation period when the child enters school.

The concept of the training program for future first graders"School of the future student"based on the following idea:preschoolers are just getting ready for systematic learning and this determines the choice of content, methods and forms of organization of children's education.

Order of organization work of the school of future first-graders"School of the future student":

groups are formed from children of 6 years and 7 years of age;

the duration of training is 10 lessons (February - March)

group size of no more than 15 people;

class schedule: 1 time per week (Saturday) - 3 lessons of 25 minutes

Program content provides a set of classes, including the following areas of activity:

"Entertaining Mathematics". During the course, future first-graders travel around the country of numbers and signs, get acquainted with the "magic cells", study outdoor games with mathematical tasks. Children learn to correlate colors, determine the shape of objects using geometric shapes as a standard, navigate the quantitative characteristics of objects, count objects within 10, navigate in space. Preparation for the study of mathematics at school is carried out in three directions:

Formation of basic skills that underlie the mathematical concepts studied in elementary school;

Logical propaedeutics, which includes the formation of logical skills that form the basis for the formation of the concept of number;

Symbolic propaedeutics - preparation for operating with signs.

"Fundamentals of Literacy". A large role in the lessons of this course is given to games with words, during which children acquire the skills of inflection and word formation, lexical and grammatical compatibility of words, and master the structure of a sentence. The main objective of this course is the development of speaking and listening skills, enriching the active, passive and potential vocabulary of the child.

"Skilled Hands". The purpose of this course is to develop creative and improve communication skills of preschoolers. Development (analysis, synthesis, comparison, generalization, classification), the ability to group objects according to several criteria, combine them, notice similarities and differences in objects, compose compositions using improvised material (glue, scissors, colored paper) The development of communication skills of a preschooler is instilling correct (socially adapted) forms of behavior and the ability to work in a group.

The leading method of working with children is play. This type of activity is leading in preschool age.

The main form of organization of activity is a lesson. Various types of lessons are used - a lesson-journey, a lesson-game.

Lesson goals

Development of auditory and visual perception

Development of focused attention and observation

Development of auditory and visual memory

Development of thinking and speech

Development of general and fine motor skills

Improving Communication Skills

Cultivating a positive attitude towards others

Improving the skills of monologue speech

Improving the skills of dialogic speech

The development of facial expressions and pantomime

Development of fantasy and imagination

Development of abilities for deep imaginative thinking

Development of abilities to establish cause-and-effect relationships

Development of creative abilities

Formation of the emotional-volitional sphere

Formation of ethical ideas

Increasing self-confidence

Learn to make decisions

Lesson plan

"Entertaining mathematics" -10 hours

"Fundamentals of Literacy" -10 hours

"Skillful Hands" -10 hours

Thematic lesson plan for the course "Entertaining Mathematics"

n\n

the date of the

topic of the lesson

purpose of the lesson

Count by ear, count by touch. Counting objects with open and closed eyes;

Identify and express in speech signs of similarity and difference between individual objects and aggregates;

measurement of length, width, height, surrounding objects using a conditional measure;

Combine groups of items

Identify and establish the relationship between the part and the whole;

ideas about elementary geometric shapes

Know the names of geometric shapes and be able to distinguish them

Orientation on a sheet of paper in a cage (to the left, to the right, above, below, from, to, above, below).

Spatial orientation by cells

Establishing a sequence of events. Sequence of days in a week.

Orientation in time

Comparison of the number of items on a visual basis

The ratio of the number of items between two groups

Count up and down within 10.

Ordinal and rhythmic counting

Compiling figures from parts and dividing figures into parts.

Designing figures according to a given pattern

The relationship between the whole and the part. Presentation: one - many.

The ratio of the number of items between different groups

Establishing the equivalence of two groups by pairing (equal - not equal).

Comparison of items in groups of different numbers

Thematic lesson plan of the course "Fundamentals of Literacy"

n\n

the date of the

topic of the lesson

purpose of the lesson

And today we have a skit! Hatching (vegetables).

Introduction to hatching rules

Familiarity with the lined notebook. Narrow line. Letter of straight short lines. Rhymes

The development of proper breathing in colloquial speech, familiarity with the ruler

The letter is short lines with a rounded bottom. Sound games

Development of phonemic hearing and vigilance

The letter is short lines with a rounded top. In the world of sounds and letters

Correlation of sounds and signs

Letter of a straight long line with a loop at the bottom. Russian bylichki, byvalnitsy and fairy tales about mythological characters. Brownie.

Acquaintance with Russian folklore. Continuation hatching

Introduction to lined paper, writing short lines with a slope. Game "Find the letter"

Development of spatial representation on lined paper

Orientation on lined paper.

Game "The way to the house"

Determining the right and left sides of an object

Speech (oral and written) - general presentation. hatching-copying

Clarification, enrichment and activation of children's vocabulary.

sentence and word. The game "Words are different"

The development in children of attention to the sound side of audible speech (one's own and someone else's)

Word. A family

Improving general speech skills: teaching a leisurely pace and rhythm of speech, correct speech breathing, moderate volume (the ability to speak with medium strength in a voice without tension) and correct intonation (the ability to lower and raise the voice)

Thematic lesson plan "Skillful hands"

n\n

the date of the

topic of the lesson

purpose of the lesson

Application "Peacock"

Ability to hold scissors correctly

trace your palm, cut along the contour, apply creativity in the design.

"rainbow over the clearing", "butterfly"

The use of paints, the technique of folding the sheet in half

Origami "Swan"

Acquaintance with origami technique, square folding techniques

Coloring the Egg Template

Acquaintance with the technique of painting on paper.

Application template "Fungus"

pattern and pattern work

Construction "House by the road"

Application of geometric shapes

Drawing "Tree"

Introduction to wet sheet technique

Drawing a Bear cub in a clearing

Development of creative initiative

Mosaic "Ship"

Technique "mosaic from torn pieces of paper"

Collective work "Panel from our palms"

Ability to work in a group

Literature:

Amonashvili Sh.A. Hello children! - M .: Education, 1983 - 190s.

Archipenko F.A. Game in the educational activity of a younger student / Primary school, 1992, No. 4 - p.4-6

Babkina N.V. The use of developing games and exercises in the educational process / Primary School, 1998, No. 4 - p.11-19

Burs R.S. Preparing children for school - M: Enlightenment, 1997

Vasilyeva - Gangnus L.P. ABC of politeness - M .: Pedagogy, 1989 - 89s.

Volina V. Holiday number. Entertaining mathematics - M .: Education, 1996 - 208s.

Gavrina S.E., Kutyavina N.L., etc. I am getting ready for school (a popular guide for parents and teachers) - Yaroslavl: Development Academy, 2000 - 33p.

Gavrina S.E., Kutyavina N.L. and others. We develop hands - to learn and write, and draw beautifully (a popular guide for parents and teachers) - Yaroslavl: Development Academy, 2000 - 187p.

Gin S.I., Prokopenko I.E. First days at school. (Manual for first grade teachers) - M .: Vita-press, 2000 - 79s.

Preschool preparation. Primary School. Basic and high school / Collection of programs 2100 - M .: Balass, 2004

Dubrovina I.V. etc. Psychology. Textbook for students of secondary pedagogical educational institutions - M .: Publishing Center "Academy", 1999 - 464 p.

Dubrovina N.V., Akimova and others. Working book of a school psychologist - M .: Education, 1991 - 303p.