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Basic readiness of children for school presentation. Presentation "parent meeting on pre-school preparation". differ significantly from each other. Many parents

"Pre-School Preparation"

Prepared by:

teacher primary school

MAOU "BSOSh No. 96"

settlement Beloyarsky

Tretyakova Maria Sergeevna

By goals : development of qualities that determine the formation of a sustainable cognitive interest, the success of schooling
By content:

The program defines the knowledge and skills that every child must master for successful intellectual development. social development, adaptation to schooling.

By form: reliance on the main activity of a child 5-7 years old - a game

preserve and strengthen the health of children preparing for schooling;
ensure continuity between preschool and primary education;
Eliminate multi-level training for training;
avoid duplication school curriculum in preparation for school;
build skills learning activities, interest and desire to study at school.

Accounting for the features and values of the preschool period of development;
personal orientation of the process of education and upbringing;
Preservation and development of the individuality of each child;
Ensuring progress in the development of the child, his readiness to study at school, to accept new activities;
Development of erudition, individual culture of perception;
Integrated approach to content selection knowledge ;

physiological(sufficient development of all organs and systems of the child's body). "A healthy child is a successful child";
psychological(awareness of oneself as a future student, desire and desire to acquire new knowledge and develop skills);
Necessary and sufficient level skills development for learning (development of attention, memory, thinking, ability to work in a team).

ability to concentrate,
the ability to build logical connections,
memory development,
fine motor skills

motivation for learning
ability to concentrate

emotion management

need for communication
behavior modification in the team

ability to learn

The development of speech with elements of literacy.
Development of logical thinking using mathematical material.
Synthesis of various components of natural science and ecological knowledge with the inclusion of available elementary information from the field of astronomy, physics, biology, ecology.

Didactic games
Compiling text from a drawing
Memorizing poems
Reading conversations
Sound analysis of words

Item Count
Games for the development of mental processes ( attention, memory, thinking, imagination…)
Tasks with geometric shapes
Tasks for finding patterns, comparison, classification, generalization

child development;
Formation of their interest in the natural environment;
Systematization and scientific correction of the accumulated diverse natural history ideas.

pregnancy and childbirth proceeded with complications;
the child suffered a birth injury or was born prematurely;
the child suffers from gastrointestinal diseases, enuresis, is prone to frequent colds, there is a sleep disturbance;
the child hardly finds contact with peers, is emotionally unstable;
you notice motor retardation or hyperactivity.

intellectual readiness;
motivational readiness;
volitional readiness;
communication readiness.

involves the development of attention, memory, formed mental operations of analysis, synthesis, generalization, the ability to establish connections between phenomena and events.

By the age of 6-7 years, the child should know:

his address and the name of the city in which he lives;
the name of the country and its capital;
names and patronymics of their parents, information about their places of work;
seasons, their sequence and main features;
names of months, days of the week;
main types of trees and flowers.
he should be able to distinguish between domestic and wild animals, understand that the grandmother is the mother of the father or mother.

In other words, he must navigate in time, space and his immediate environment.

implies that the child has a desire to accept a new social role - the role of the student.

To this end, parents need to explain to their child that children go to school to gain the knowledge that every person needs.
Only positive information about the school should be given to the child. Remember that your grades are easily borrowed by children. The child should see that the parents calmly and confidently look at his forthcoming admission to school.
The reason for the reluctance to go to school may be that the child “has not played enough”. But at the age of 6–7 years, mental development is very plastic, and children who “have not played enough” will soon begin to enjoy the learning process when they come to class.
You don't have to start school year to form a love for school, because it is impossible to love something that has not yet been encountered. Enough to let the child know that learning is the duty of every person, and the attitude of many of the people around the child depends on how successful he is in learning.

suggests that the child has:

ability to set goals
make a decision to start a business
draw up a plan of action
accomplish it with some effort
evaluate the results of your work
as well as the ability to perform for a long time is not very

attractive job.

The development of volitional readiness for school is facilitated by visual activity and design, as they encourage a long time to focus on building or drawing.

It involves the ability to join the children's community, to act together with other children, if necessary, to yield or defend one's innocence, to obey or lead.

In order to develop communicative competence, you should maintain a friendly relationship with your son or daughter with others. Personal example tolerance in relationships with friends, relatives, neighbors also plays a big role in shaping this type of readiness for school.

Inspire confidence in your abilities;
Talk with your child more often, build dialogues, be attentive to his questions and problems;
Take care of his health;
Read children's books with him for at least 15 minutes daily.

If all the above conditions are met, the work carried out will give positive results.

Children easily and painlessly

adapt to school

Can avoid overload

Maintain children's health

Change of shoes is a must!
Folder or backpack
ABC and workbooks
Pencil case: 2 pencils, colored pens, eraser, ruler
Colour pencils
Colored cardboard, colored paper, scissors

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Slides captions:

Psychological readiness of children for school The presentation was prepared by: teacher-psychologist Yashina N.V. MDOU No. 7 "Crane"

What is unpreparedness for school education? A child unprepared for school cannot concentrate on the lesson, is often distracted, cannot join the general mode of the class. He shows little initiative, gravitates towards formulaic actions and decisions, he has difficulty in communicating with adults and peers about learning objectives. Not even all 7-year-olds are ready for school in this sense, although they may be able to read, write and count, not to mention 6-year-olds. “Being ready for school does not mean being able to read, write and count. To be ready for school is to be ready to learn it all.” (Wenger L.A.)

What does the psychological readiness of the child for school mean? How the child is prepared for school will depend on the success of his adaptation, entry into the mode of school life, his academic success and psychological well-being. When they talk about readiness for school, they usually mean that the child must be able to read, retell (he must have developed speech), write (he must have developed fine motor skills), count (have numeracy skills) - this is pedagogical readiness for school. In addition, the child must have a certain level of physical health. Sitting through 4-5 lessons for 40 minutes, and even doing homework is an unusual task for a preschooler - this is physical readiness for school. But, of course, this is not enough.

Social readiness A child entering school must have a certain level of cognitive interests, a readiness to change their social position, and a desire to learn. Those. he should have a motivation for learning - an interest in new knowledge, a desire to learn something new. Also, at the turn of 6 years, the internal position of the student is formed - an emotionally prosperous attitude towards school, a minimal desire for play and entertainment (preschool) elements of activity, the child realizes the need for learning, understands its importance and social significance. But remember that the desire to go to school and the desire to learn are very different from each other. Many parents understand how important it is for a child to want to learn, so they tell their child about the school, about the teachers and about the knowledge acquired at school. All this causes a desire to learn, creates a positive attitude towards school.

Personal readiness To successfully study at school, a child must be able to build relationships with adults that are adequate to the system of education, i.e. he must have developed arbitrariness. On the threshold of school age there is a loss of "childishness". If the level of arbitrariness remains low, then the children do not see the adult's questions as a learning task, but perceive them as an occasion for direct, everyday communication. Such children can interrupt the teacher with a question that is not related to the lesson, Shout out from a place, call the teacher not by name and patronymic, but “Aunt Tanya”. Also, the child should be able to build relationships with peers. The communication of a child with children should not be particularly conflicting; by school age, he should easily establish business contacts, treat peers as partners.

Otherwise, it will be difficult for the child to listen to the answer of a classmate, to continue the story started by another, to adequately respond to the success or failure of another child. Communication with other children is important for the formation of the ability to stand on the point of view of another, to accept this or that task as a common one, to look at oneself or one's activities from the outside. Often we can hear from a preschooler: “I am the strongest in the group”, “my drawing is the best”, etc. Preschoolers are characterized by a biased high assessment of themselves and their abilities. This does not come from an excess of self-confidence and arrogance, but is a feature of children's self-awareness. No need to fight with high self-esteem and ahead of time to achieve its adequacy. This should go away by itself as a result of the child passing through the crisis of 7 years.

But some preschoolers have unstable, and sometimes even low self-esteem. This suggests that children experience a lack of attention, love, support, emotional security from adults. Low self-esteem, formed during preschool childhood, can lead to poor performance in school. It generates fear of failure, and in its extreme manifestation - refusal of activity. Such children at school refuse to answer at the blackboard and from their seats. The child is ready to pass for a lazy person than unsuccessful in school.

Intellectual readiness The intellectual aspect of readiness for school is the level of development of the cognitive sphere of the psyche. It affects such mental functions as perception, attention, memory, thinking, speech. Attention: an important indicator of the development of attention is that in the child's activity there appears an action according to the rule - the first necessary element of voluntary attention. A child of 6, and especially 7 years old, who is not able to concentrate on necessary, but not interesting activities for at least 5-10 minutes, causes anxiety. Memory: for a child of 6 - 7 years old, such a task is quite accessible - to remember 10 words that are not related in meaning. The first time he repeats 2 to 5 words. You can call the words again and after 3 - 4 presentations the child

usually remembers more than half of the words. If a child of 6-7 years old cannot remember more than 3 words from the 4th presentation, he may need expert advice. By the age of 7, the process of forming arbitrary memorization can be considered complete. Thinking: improved visual-effective thinking (manipulation of objects), improved visual-figurative thinking (manipulation of images and ideas). For example, children this age can already understand what a room plan is. With the help of a group room diagram, children can find a hidden toy. Useful games "Find the treasure", "Labyrinths". And the prerequisites for logical thinking begin to actively form.

Imagination: becomes active - arbitrary. And also the imagination performs another role - affective-protective. It protects the growing, easily vulnerable soul of the child from excessively difficult experiences and traumas.

Game as preparation for school Various games are useful. Even "frivolous" games: in the "hospital", "mothers and daughters", "school". It is especially valuable when several children participate in such games at once. This develops collectivism, the child learns to build relationships, resolve emerging conflicts. Children master adult life, a system of behavior, duties. And most importantly - everything happens without coercion, easily and willingly. Games with plasticine, pencils, etc. are also useful. That is, a place of honor is occupied by modeling, application, drawing, designing. In these classes, an idea of the world, objects, animals, people develops. The ability to mentally represent objects, to “consider” them in the mind, also develops. Later, this will be important in the study of physics, geometry, etc.

Better to do in advance: 1. Introduce the child to his teacher before the official start of classes. 2. Visit his future class several times, let him sit at his desk and consider everything properly so that the environment for the child does not seem unfamiliar, take a walk around the school and the schoolyard together. 3. Try to introduce the child to some of his classmates. 4. Tell your child about the approximate timetable for lessons and the time allotted for lessons, recess, lunch, and when lessons start and end. 5. Ask your child how he feels going to school, about his positive and negative experiences. Try to focus your child's attention on positive things: interesting activities and opportunities to make new friends. 6. Tell your child that it is completely normal to feel anxious for the first few days, and that all children experience it without exception.

slide 2

School readiness

Anatomical - physiological
Psychological
- Motivational
- Communicative
- Strong-willed
- intellectual
speech
Pedagogical

slide 3

Anatomical and physiological readiness

Height, weight, general health
Anatomical and physiological restructuring of the body
Qualitative and structural changes in the brain
Changes in the course of nervous processes, the formation of volitional qualities necessary for the future student (to rebuild his behavior)

slide 4

Assessment of biological maturity

Tooth age - is determined by counting the number of erupted molars and comparing the number with the age standard.

slide 5

slide 6

Somatic maturity

Somatic maturity coefficient (CSZ) = head girth (in cm) x 100: height.

Slide 7

Weaknesses in anatomical and physiological readiness

Rapid energy depletion
Danger of curvature of the spine
Distortion of the bones of the hand
Strict observance of the daily routine.
Dosed loads
Scoliosis prevention

Slide 8

Psychological readiness

Intellectual readiness: development of horizons, a stock of specific knowledge:

general awareness and social orientation;
knowledge and understanding of the world around;
development at the age level of the main cognitive processes - attention, memory, thinking, perception;
development at the age level of temporal representations and the relative position of objects in space
cognitive activity;
the optimal pace of activity, efficiency, the ability to bring the work started to the end; interest in knowledge, the process of obtaining it through additional efforts;
mastery of the ear colloquial speech and the ability to understand and apply symbols;
development of fine motor skills and general coordination of movements: fine hand movements and hand-eye coordination

Slide 9

Motivational (personal) readiness

internal external
child wants to go to school
he wants to know a lot
social position of the student

Slide 10

Volitional readiness

the child is able to set a goal;
make a decision;
outline a plan of action, execute it;
show some effort in case of overcoming obstacles;
evaluate the result of your action
actions are formed

slide 11

Communicative readiness

communication with adults:
- be able to communicate with an adult interlocutor (awareness of the context of communication)
communication with peers:
- be able to negotiate;
- be able to cooperate;
- feel comfortable in a competitive environment

slide 12

Speech readiness

be able to communicate in dialogue
be able to ask questions
anwser the questions,
have the skill of retelling
have a fairly extensive vocabulary,
possess the basics of the grammatical structure of speech,
have a coherent expression
have elements of monologue speech
clarity of pronunciation

slide 13

Speech is a channel for the development of intellect. The sooner the language is mastered, the easier and more complete the knowledge will be acquired. (N.I. Zhinkin)
The future first-grader should learn all the sounds of the Russian language!
If your child has speech impediments, seek help from a speech pathologist. Follow carefully the advice and recommendations offered by this specialist.
Any violations of sound pronunciation lead to the formation of specific errors in writing. This is the replacement of letters, distortions, omissions, etc.

Slide 14

To avoid such mistakes, play games with your child to identify the sound in the word, count the number of sounds in the word. It is very useful to solve crossword puzzles, puzzles, charades.
Well-developed fine motor skills are required for writing lessons. Teach your child to do housework, develop self-care skills. More often give scissors, a needle, plasticine in your hands. Attend circles of paper plastics and beading.
If your child has a poor memory, he is inattentive, distracted, if any nervous disturbances, enuresis are observed, mandatory treatment and consultation with a pediatric neurologist are necessary.
Develop your child's speech! In the kitchen, show and say all the dishes, in the garden - vegetables, in the forest - trees, shrubs, flowers and mushrooms. Compare objects to each other by taste, size, purpose, smell.
At school number 20 there is a logopoint. First grade students with speech impairment attend speech therapy classes 2 times a week from 13.30 to 15.00. according to the school schedule.

slide 15

social readiness

social fitness;
the ability to share things;
the ability to give and receive, to enjoy the game together, to understand the other and reckon with him;
know the norms accepted at school and comply with them;
understand that the school has different rules;
understand that the teacher is spoken differently than with a friend;
the ability to control desires, anger;
ability to work in a team (interaction and competition)
the child must understand the difference between the rules and norms familiar to him at home and kindergarten, and school, and learn to accept these changes

slide 16

Emotional readiness

compliance with school requirements;
the ability to accept criticism, competition, pressure;
the child's ability to know himself, his significance, the transition from dependence to independence;
development of self-confidence, the child's belief that he will be able to cope at school;
understanding of one's place among others: the other also wants and has the right;
striving for success, developing the level of desires, the ability to accept successes and failures on the way to the fulfillment of desires;
the ability to postpone the fulfillment of a desire without a feeling of dissatisfaction and humiliation;
the ability to overcome despair, problems and disappointments and continue to learn;
the ability to accept authority, follow instructions with a positive feeling.

Slide 17

Pedagogical readiness

Knows letters
Distinguish sounds by ear
A rich vocabulary
Counts within 10
Has an elementary knowledge of mathematics
A well-prepared hand for writing
Can hold a pen and pencil correctly
Possesses pencil drawing skills
Ability to handle school supplies
Ability to prepare for class
Possesses basic self-service skills (knows how to change clothes on his own, knows where his things are).
Careful in clothes
brought up

Slide 18

Parent Readiness

support the child at all times;
learn to empathize with the child difficult moments;
refrain from comments and claims;
treats the child extremely delicately; - talk a lot, be sincerely interested in the thoughts of a little schoolboy, his feelings, and not just whether he did his homework and what he ate for lunch;
respect the teacher
the child will be able to overcome all the difficulties quickly and easily

Slide 19

Memo to parents

How to build a relationship with a teacher.

Always treat the teacher with respect, especially show it in the presence of your children, do not speak sharply about the mistakes of teachers, although they tend to make mistakes, like all people. Do not compare the previous teacher with the present one.
Appreciate the teacher's desire to tell you something new and important about the child.
Do not forget that up to 95% of teachers are women, and they require delicacy, restraint and attention.
Try to see your ally in the teacher, understand his concern for the affairs of your child, share the degree of high responsibility that he bears.
Listen patiently to the teacher, do not be shy and do not be afraid to ask any questions in order to eliminate omissions and ambiguities. The more you know, the easier it will be to communicate.

Slide 20

Do not be angry if you catch an instructive tone in the speech of the teacher: this is a professional habit of many people working with children.
Do not avoid communication with the teacher, even if you do not really like him, use the phone more often, take the initiative in establishing contact.
Constructively accept criticism in your address: it always has points that must be taken into account. If the content of the criticisms remains the same, consider why there is no change.
Do not give vent to emotions: when you feel that they are difficult to control, imagine yourself in the place of a teacher.
If you have difficulties in raising a child, tell the teacher about it: it will be easier together.

slide 21

Portrait of a perfect first grader

sustained attention
able to think
Able to draw conclusions
able to fantasize
Observant
Well-developed speech, the ability to express their thoughts
Knows how to navigate the space of a sheet of paper

slide 22

Set up for learning
Ready for some serious work
Studying with interest
Wants to learn new things
Likes to think
Careful handling of school supplies
Shows interest in a variety of life issues

slide 23

Able to manage their own behavior
Assembled
Focused on completing a task that is not very interesting, but very necessary
Can handle stress at work
Capable of making an effort of will
Able to put "should" above desire "want"
Able to listen and follow the teacher's instructions
Executive
Plodding
Ability to work when needed

slide 24

Not afraid to join a new team
Don't be afraid to ask the teacher questions
Understands teacher's facial expressions
Can hear the intonation of the teacher's voice
Treasures the teacher's attitude towards him
With a sense of distance to adults
Responsible for your actions
Observing the necessary standards of decency
Can speak freely without being shy
Communicative
Modest in communication
Emotionally responsive
self respecting
Respectful comrades
Respectful parents
Kind
Responsive to the requests of comrades
Good health!

Slide 25

Memo to parents from a child

Love me and don't forget to express your love (with a look, a smile, a touch). Love me just for who I am, and I will become even better.
Don't be afraid to be firm with me, especially when it comes to your parental demands. I have to know the limits.
Don't compare me to others. I have the right to be different and I am the only one in the whole world.
I love you very much and always want to be loved by you. Therefore, do not be upset when I get annoyed and angry with you when I am capricious or shout. It will pass. My feelings, like yours, are not eternal. Perhaps I want you to pay more attention to me.
Never call me names. It hurts me painfully, then all my hopes collapse and I do not believe in myself.

slide 26

Don't hit or humiliate me. I will grow up and take revenge on the whole world, punishing myself and my children and making you unhappy.
Give me the right to make mistakes and don't make me think that my mistakes are crimes. Everyone can make mistakes. Nobody's perfect.
Take time and listen to me. Sometimes I want to talk about myself and my problems.
Do not make me feel guilty and do not say: "Because of you, nothing in my life is working out!" After all, I am not responsible for the problems of adults.
Remember that I am learning a lot from you and want to be like you.
Be prepared to perceive me as a person separate from you and not like you.
Submit requirements that are appropriate for my age.
Don't reprimand me in front of other people.
Take care of me!

Slide 27

Dear parents!

Our dear first graders, Although you are still playing hopscotch, Although you are still making noise and being naughty, but now you have come to the school yard ... Desks, different lessons are waiting for you, The teacher is waiting for you - a little strict, Although you are still kids! Our school is happy to see you,
Come join us for first grade!

View all slides

slide 1

"School Ready"
For parents of children 6-7 years old. Completed by: Teacher of GBDOU No. 78 of the Nevsky District Khomutova M.N.

slide 2

Form of work: Parent meeting.

slide 3

With the approval of the Federal State Educational Standard, preschool education has become a full-fledged level of education along with primary and secondary schools. GEF DO is the basis for assisting parents in raising children, protecting and strengthening their physical and psychological health, in developing individual abilities and the necessary correction of impaired development. One of the main tasks of the Federal State Educational Standard is to provide psychological and pedagogical support to the family and increase the competence of parents in matters of development and education, protection and promotion of children's health.
Relevance:

slide 4

Tasks:
Formation of active pedagogical competence of parents. Arming parents with psychological and pedagogical knowledge and skills on the issue of “Readiness for school”. Purpose: To provide psychological and pedagogical support to parents of future first-graders.

slide 5

preparatory work
Making invitations for parents. Making a folder-slider "In the family of a first grader." Preparation of tests for parents "Are you ready to send your child to school?". Preparation of memos "Recommendations to parents".

slide 6

Proceedings of the meeting
Educator's speech: Hello, dear parents! We are pleased to see you, and we thank you for taking the opportunity to come to our event. Our today's meeting is devoted to discussing the problem of the transition of children from kindergarten to school. We, parents, are interested in the school success of our child, therefore, as soon as possible, we begin to prepare him for entering school. What needs to be done so that the child goes to school prepared and studies well, while receiving only positive emotions - the goal of today's conversation. A child's entry into school is always a turning point in a child's life, no matter at what age he enters first grade. The place of the child in the system is changing public relations, this is a transition to a new way of life and conditions of activity, this is a transition to a new position in society, new relationships with peers and adults. What is especially important to remember for the parents of the future first grader? What should I pay attention to when preparing a child for school? This will be discussed at our meeting.

Slide 7

Psychological readiness includes:
Intellectual readiness Motivational readiness Emotional-volitional readiness Communicative readiness.

Slide 8

Intellectual readiness:
It involves the development of attention, memory, formed mental operations of analysis, synthesis, generalization, the ability to establish connections between phenomena and events. By the age of 6–7, a child should know: 1. His address and the name of the city in which he lives; 2. Name of the country and its capital; H. Names and patronymics of their parents, information about their places of work; 4. Seasons, their sequence and main features; 5. Names of months, days of the week; 6. The main types of trees and flowers. 7. He should be able to distinguish between domestic and wild animals, understand that the grandmother is the mother of the father or mother. In other words, he must navigate in time, space and his immediate environment.

Slide 9

Motivational readiness:
It implies that the child has a desire to accept a new social role - the role of a schoolchild. To this end, parents need to explain to their child that children go to school to gain knowledge that is necessary for every person. Only positive information about the school should be given to the child. Remember that your grades are easily borrowed by children. The child should see that the parents calmly and confidently look at his forthcoming admission to school. The reason for the reluctance to go to school may be that the child “has not played enough”. But at the age of 6–7 years, mental development is very plastic, and children who “have not played enough” will soon begin to enjoy the learning process when they come to class. You do not have to develop a love for school before the start of the school year, because it is impossible to love something that you have not yet encountered. It is enough to make it clear to the child that learning is the duty of every person, and the attitude of many of the people around the child depends on how successful he is in learning.

Slide 10

Volitional readiness:
It assumes that the child has: the ability to set a goal, make a decision to start an activity, outline an action plan, execute it with some effort, evaluate the result of one’s activity, as well as the ability to perform not very attractive work for a long time. The development of volitional readiness for school is facilitated by visual activity and design, as they encourage a long time to focus on building or drawing.

slide 11

Communicative readiness:
It manifests itself in the child's ability to subordinate his behavior to the laws of children's groups and the norms of behavior established in society. It involves the ability to join the children's community, to act together with other children, if necessary, to yield or defend one's innocence, to obey or lead. In order to develop communicative competence, you should maintain a friendly relationship with your son or daughter with others. A personal example of tolerance in relationships with friends, relatives, neighbors also plays a big role in shaping this type of school readiness.

slide 12

Final word
Remember that your attitude towards school and your child's studies shapes your child's attitude towards these phenomena. Your calm and joyful attitude towards the future school, the absence of excessive requirements for the future success of the child, realistic optimistic stories about the school, a developed cognitive interest in the world around you and the child’s lack of fear of a possible mistake - all this creates a positive motivation for your child. And, no matter how the objective successes of your child advance, try to create a healthy mood before school, in which he would strive for knowledge, do not overload him with classes, develop his self-confidence, teach him to respond correctly to failures and constructive interaction with peers and adults. Remember, the child must be sure that, an excellent student or a loser, he is still your favorite! Support your children, show them maximum attention!

slide 13

Recommendations for parents
Tip 1. Remember. That you choose a school not for yourself, but for your child, so try to take into account all the factors that may complicate his education. Tip 2. Be sure to get acquainted with the school, learning conditions, teachers. Tip 3. Find out what program your child will study, what kind of workload he will have (How many lessons per day, are there extra classes). Tip 4: Find out. When classes start and calculate how much time you need to get to school. Add an extra hour to your morning routine and breakfast - won't you have to get up too early? Tip 5. Try to get to know your child's future teacher. Think about whether she can take into account his features (if she wants to)? Tip 6. Specify what time the child will return from school. This is necessary if you are planning any additional classes (sections, School of Music, circles). Tip 7. Prepare a space for your child to practice at home. Tip 8. Do not set your child up only for success, but also do not intimidate them with failures. Tip 9. Remember that school adaptation is not an easy process and does not happen quickly. The first months can be very difficult. It is good if during this period of getting used to the school one of the adults will be next to the child. Tip 10. Don't treat your child's first failures as the collapse of all your hopes. Remember: he really needs your faith in him, smart help and support.

School readiness

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Readiness of children for school. Parent meeting. Problems associated with the unpreparedness of the child for school. School readiness. Physical; intellectual; Psychological; Psychological readiness for school. How to help your child prepare for school?.. Learning to read and write... Mathematics... Writing... General awareness... Express your feelings, be able to rejoice. What a child should know... - Ready for school.ppt

Be ready for school

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School readiness. “Being ready for school does not mean being able to read, write and count. Intellectual readiness. The ability to navigate in the surrounding world. The presence of an outlook, a stock of knowledge about the world around. Curiosity, desire to learn new things. The development of speech, attention, memory, phonemic hearing in accordance with the age norm. Motivational readiness. Volitional readiness. Volitional regulation of behavior (the ability to control and restrain one's behavior). Ability to work in accordance with the proposed instructions. The ability to bring the work started to the end. Communicative and socio-psychological readiness. - Be ready for school.ppt

Ready to learn

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Topic: Readiness of the child for systematic education. Indicators of a child's readiness for systematic learning: Physical readiness Psychological readiness: Social Emotional-volitional Intellectual. Consequences of physical unpreparedness for systematic training. Techniques for the development of physical readiness for systematic training: The main indicators of social readiness for systematic training: Techniques for the development of social readiness for systematic training: The main indicators of volitional readiness for systematic training: Techniques for the development of volitional readiness for systematic training: - Readiness for training.ppt

Is the child ready for school

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Is our child ready for school? Kindergarten graduate model. How do parents want to see a kindergarten graduate: Healthy Cultural Cheerful Kind Clever Reading Witty. What kind of first grader does the teacher dream of? Pedagogical readiness Intellectual readiness Motivational readiness Emotional-volitional readiness Communicative readiness Good health. Pedagogical readiness. Intellectual readiness. Motivational readiness. Emotional readiness. Communicative readiness. What is unpreparedness for school education? - Is the child ready for school.ppt

Readiness of the first grader for school

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Data on the readiness of first-graders for learning. Basis for the study. The practical result of the study. The practical significance of the study. Main groups of indicators. Methods for identifying readiness for school. Test execution time. Scenarios for conducting methods. Drawing of a man. Graphic dictation. Training pattern. pattern and rule. Additional clarifications. First letter. The teacher pronounces the word very clearly. Houses. Six colored pencils. Instructions to children must be given clearly. Evaluation of results. Encoding. Filling tables. The direction in which the track is drawn. - Readiness of the first grader for school.ppt

School readiness

Slides: 26 Words: 458 Sounds: 0 Effects: 115

Psychological and pedagogical readiness of the child to study at school. Psychological readiness. Criteria for a child's readiness for schooling. Physiological readiness. personal readiness. Motivational readiness. Intellectual readiness. Psychological and pedagogical requirements for the child. The world. Mathematical representations. Compare objects by color. Sounds. Development of psychological functions. Recommendations to parents. Puzzle. The development of fine motor skills. Finger gymnastics. Drawing by dots. Outlining. Drawing an ornament on the cells. - School Readiness.pptx

Child's readiness for school

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School readiness. Preparation for school. situation at the school. Is your child ready for school. Volitional readiness. Adult. Volitional qualities. Work habit. Formula for success. There is such word - "it is impossible". Public motives of behavior. Independence education. The key to a successful start. Not that. - Readiness of the child for schooling.ppt

School readiness problem

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Soon to school. Call. Problem. Names of all continents. Success in studies. Child. Long time. We can talk about the readiness of the unborn child for school. Adaptation. Preparation for school. Individual characteristics. Tips for parents. Rejoice in your baby. Clear and stringent requirements. Try to get the baby involved in your affairs. Don't interrupt the child. Lots of rules. Too many incentives. Choose one of three answers. Do you like your baby. Do you praise the baby. Magazines. Do you watch TV with your child. Do you try to take your child for walks in the forest. - The problem of child's readiness for school.ppt

Child's readiness for school

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Psychological readiness of children to study at school. Purpose of the study. Tasks. Familiarize yourself with the material on diagnosing the readiness of children for school. Apply the acquired knowledge when working with children. Develop recommendations for parents and primary school teachers on teaching children at school. Hypothesis. Methods. Observation Questioning Testing Analysis of results. Stages of work. The study of the manual "Express diagnostics of readiness for school" E.K. Varkhotova, N.V. Dyatko, E.V. Sazonova. Conducting testing and questioning of first-graders of Lyceum No. 1. Analysis and development of recommendations. - Readiness of the child for school.ppt

Psychological readiness of the child for school

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Psychological readiness of the child for school. Being ready for school does not mean being able to read, write and count. Every child goes to first grade with the hope that everything will be fine. Psychological readiness. Components of psychological readiness. personal readiness. Socio-psychological readiness. Intellectual readiness. Psychologically prepared child for school. Psychologically not ready for school child. Don't forget your feelings. - Psychological readiness of the child for school.pptx

Psychological readiness for school

Slides: 12 Words: 577 Sounds: 0 Effects: 0

Center for Psychological and Pedagogical Rehabilitation and Correction "Presnensky". “Being ready for school does not mean being able to read, write and count. Graduate portrait elementary school. Federal State Educational Standard for Primary general education. Components of psychological readiness. Emotional readiness. Motivational readiness. Intellectual readiness. Personal and social readiness. Psychologically unprepared for school child: Has difficulty communicating with adults and peers about learning tasks. Cannot be included in the general mode of the class. -

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