Plan of joint activities between preschool and school. Plan for joint work between school and kindergarten. Taking care of your health

Lina Shirtanova
Plan for joint work between school and preschool educational institution

Target: formation of educational and cognitive motivation for learning in school.

Tasks:

Ensure full interaction between gaming and educational-cognitive activities in the pedagogical process;

Develop interaction between preschool educational institutions and educational institutions in order to production single line of quality development preschool and school education of the city of Cheboksary

Shape with elders preschoolers basic learning skills;

Create conditions for children to develop an interest in learning in school;

Create conditions for successful adaptation preschoolers to school conditions;

Promote physical and mental development children, maintaining their health;

Ensure cooperation between teachers and parents.

Principles of interaction:

Developing curiosity in preschooler as the basis for the cognitive activity of the future student;

Development of the child’s abilities as ways independent decision assigned tasks;

Formation of creative imagination as a direction of intellectual and personal development child;

Development of communication as one of the most important areas of social development.

No. Action Dates Responsible

Methodical Job

1 Discussion work plan on preparing children for school september st. teacher

uch. beginning classes

2 Introducing the teacher to the training and education program in primary school Educational System Concepts « School -2100» September teachers

3 Introducing the teacher to educational work in a preschool group September school. beginning classes

5 Teacher visit primary classes classes in preschool group:

Target: acquaintance with the level of acquired knowledge, skills and abilities, creativity children preschool group.

Educators,

uch. beginning classes

6 Pedagogical meeting in preschool group.

Issues for discussion:

role didactic games in teaching preschoolers;

creative development of children in classes in applique, modeling, design, music classes;

results of educational work in a preschool group. may teachers,

primary school teacher

7 Readiness monitoring preschoolers to school May senior teacher

8 Round table for educational institutions teachers based on monitoring results "Readiness preschoolers to schooling » September educators, teachers beginning classes

Working with parents

1 Round table "Pedagogy cooperation: teacher-child-parents" November educators, teachers beginning. classes

2 Stand design in groups of preschool educational institutions “For you, parents of future first-graders” December teachers

uch. beginning classes

4 Parent survey “Your child will soon become a first-grader”. January educators, teachers beginning. classes

5 Non-traditional forms working with parents.

6 Visual Information “How to help your child prepare for school» ; March Educators, primary school teachers

7 Meeting for parents of future first-graders “Admission of children to school- an important event in children's lives." April educators, teachers beginning classes

8 “Features of organizing training according to the Federal State Educational Standard in primary school" April teachers beginning classes

9 Individual counseling of parents based on the results of diagnosing their children’s readiness to study in school. may teachers

10 Children's exhibitions works throughout the year, teachers

Work with children

1 Children's excursions to school:

getting to know the building schools;

acquaintance with the office (class);

acquaintance with school workshop;

acquaintance with the gym;

acquaintance with school library . throughout the year, educators, early teachers. classes

2 Intellectual marathon “Know this!” for older children preschool age February teachers

3 Job« Schools future first grader" September - April teachers beginning. classes

4 Graduation score “Farewell, beloved kindergarten! Hello hello, school! may teachers, music director

Cooperation between a comprehensive school and a preschool institution

Subject: cooperation between a secondary school and a preschool institution
Relevance of the project:
IN modern society a child becomes a full-fledged member of society only when he learns social norms and cultural values ​​in unity with the implementation of his activity, self-development and self-realization in society. This is possible provided that the child effectively adapts to the school community, on the one hand, and, on the other, is able to withstand those life conflicts that interfere with his development, self-realization, and self-affirmation.
One of the main obstacles when a first-grader adapts to a school environment is stressful situation, which he finds himself in when he comes to school. Change of place of stay, environment, rhythm of activity, content of it Everyday life negatively affects the child’s psyche. Associated with this is the psychological crisis of 6 years old, which occurs as a result of the fact that nervous system The baby cannot cope with the exorbitant load and new impressions that appear with his transition to the next stage of life development.
Thus, for the most successful adaptation of a preschool graduate, it is necessary that the borderline period of change in activity and social status of the child (preschooler - junior schoolchild) pass as calmly as possible, taking into account personal and psychological characteristics six year old children.
Goals:
smoothing out the consequences of the kindergarten-school transition period;
creating conditions for the most stress-free adaptation of a first-grader at school.
Expected result: a graduate of a preschool institution is socially adapted and socially protected according to psycho-age needs, ready to start studying at a comprehensive school.

Tasks:
to cultivate the child’s activity in interaction with environment;
develop a culture of behavior (develop habits and rules of behavior in society);
develop social culture(correct attitude towards the surrounding reality, towards nature);
cultivate citizenship (correct attitude towards work, public and private property);
teach the child to apply his existing knowledge, skills and abilities of communication and interaction with the outside world;
provide age-appropriate general educational knowledge and ideas about oneself and others;
to form a national culture (respect for state symbols, preservation cultural traditions countries, education on the historical national heritage);
develop the level of creativity (the ability to create) through involvement in different kinds activities;
to improve the gaming culture of six-year-olds, since the central new formation of the psyche of a child of this age is role-playing play.

Work with children:
teach children to come into contact with others, with peers, so as not to disrupt existing relationships;
involve children to consolidate skills in multifaceted social contacts based on interest in certain types of activities;
principles and methods of working with children in the process of interaction must be in strict accordance with psychological patterns personality formation;
create all conditions for identifying and developing potential internal reserves of the individual;
provide psychological assistance in adapting to the changing conditions of everyday life;
help to assimilate national and universal moral values;
teach children to apply their existing knowledge, skills and abilities human communication in everyday life.
Work with teaching staff:
creation of an educational system that promotes the exchange of experience and mutual cooperation between schools and kindergarten;
organization and methodological support of interaction between members of the school teaching staff and members of the kindergarten teaching staff.
An object project activities(implementation base):
Preschoolers 4 – 6 years old.

Subjects of project activities:
members of the school teaching staff:

Teacher - organizer;
- school psychologist;
- teacher-defectologist (if necessary);
- social teacher;
- leaders of circles;
- primary school teachers;
- teacher receiving kindergarten graduates;
- leader children's association.
- creatively working teachers.

Members of the school's student body:
- an asset of the children's self-government system;
- active BRPO (Belarusian Republican Pioneer Organization);
- children attending hobby groups and classes;
- "Octobers";
- guys who want to help in cooperation.

Parent Community;
Members of the teaching staff of the kindergarten.

Forms and methods of work:
Involving schoolchildren of different ages and preschoolers in joint gaming activities;
Organization of joint events, cultural activities of various types (game, educational, developmental, creative, intellectual);
Organization of excursion programs for preschoolers within the framework of “school - kindergarten”;
Organization and conduct of joint creative activity(exhibitions, competitions, festivals);
The work of socio-psychological services to study the personal and mental qualities and properties of each child with the subsequent introduction of differentiated, personality-oriented methods and forms of work;
Individual work on the formation, development and improvement of knowledge, skills and abilities in accordance with age characteristics required by the situation.

Implementation terms and schedules: 5 years
Planning stages:
Preparatory stage- 2 years:
Creation of a creative group consisting of teachers, educators, schoolchildren and parents;
Development of a program of cooperation and interaction between a secondary school and a preschool institution;
Planning educational and methodological complexes;
Development of a comprehensive target system pedagogical activity and interactions;
Creation of analytical material for diagnosing project implementation.

Main stage – 2 years:
Conducting planned training methodological activities for participants in project activities;
Identification, synthesis and dissemination better experience participants in project activities for cooperation and interaction between a comprehensive school and a preschool institution;
Organization and implementation of educational interaction program;
Monitoring the implementation of project activities;
Analytical activities for the implementation of project objectives.

Final stage – 1 year:
Monitoring and evaluation of project results;
Information and analytical work to summarize the results of project activities;
Accompanying first-graders in their first year of school.

Criteria by which the quality of the project will be monitored:

1. Level of socialization and adaptation of children at the borderline period “kindergarten – school”: Level of motivation of children to study;
Assessing the opportunity of each child to express his or her creative potential;
Degree of implementation value orientations first grader;
Degree of influence on children various factors social environment;
The place of school in the formation of a child’s personality;
The level of readiness of children to start school.

2. The degree of compliance of educational services with the needs and expectations of parents:
Comparative analysis opinions of first-graders, participants
project activities, parents regarding satisfaction with the work being carried out.

3. Evaluation sociocultural situation:
Assessment of the activities of subjects project work to develop the general cultural outlook of students;
Level of communication skills of first-graders;
Level of value orientations;
The level of education of children, the presence of negative phenomena in the adaptation of first-graders, their analysis;
The presence of sociocultural events in project activities;
The state of relationships between first-graders and other members of the school community.
Regulatory support:
Code of the Republic of Belarus “On Education”;
The concept of raising children and students in the Republic of Belarus;
Program for the education of children and students in the Republic of Belarus;
Law of the Republic of Belarus “On the Rights of the Child”.

Methodological support:
Scientific and methodological materials on the project problem;
Methodological developments of members of teaching staff of schools and kindergartens;
Methodological literature.

Currently, with the introduction of new educational standards preschool and primary general education It is already established at the regulatory level that the implementation of educational programs is based on a social contract.

Thus, at the formal level, the interaction of all interested participants in the educational process has become mandatory: teachers and parents, representatives of the public in a broad sense.

Attractive features of interaction between kindergarten and school based on socio-pedagogical partnership as a mechanism for implementing continuity are:

• an extensive network of educational, cultural, sports and other types of institutions, social and psychological services, available in a specific educational space, with large resources;
• a real possibility of integration and pedagogical expediency of the educational process for a child at all stages of it age development and all levels and programs of education;
• organization of joint activities of interested organizations.

It is in this type of interaction between kindergarten and school that continuity can best be realized as a two-way connection between adjacent levels of education. At the same time, options for mechanisms for implementing the continuity of preschool and primary levels of education may be different:

• from a plan for joint activities of kindergarten and primary school to large-scale projects preschool educational institution-school as a single educational complex;
• from coordinating the positions of teachers within the framework of similar didactic systems in the process of methodological work to the introduction of a conceptually unified educational system.

A plan for the joint activities of a kindergarten and a primary school is a coordinated system of decisions, a targeted program of action for the teaching staff of a kindergarten and a school, which spells out with a certain degree of specificity: content, time frames, responsible executors and recipients, organizational forms and methods of achieving succession goals.

When planning the joint activities of a kindergarten and a primary school, as in any plan, the following principles are taken into account:

• scientific character, perspective and clarity of goals;
• taking into account the specific conditions of specific educational processes;
• collectivity in developing plans, focus on modern achievements in the field of education and training [Kodzhaspirova, G.M. Dictionary of pedagogy / G.M. Kodzhaspirova, A.Yu. Kojaspirov. - M.: ICC “Mart”; Rostov-n/D: publishing center “Mart”, 2005. - P. 319].

Examples of planning joint activities of a kindergarten and school in methodological literature And pedagogical practice available a large number of. Necessary and sufficient elements of such plans are:

• problem-oriented analysis on the problem of continuity, carried out at different levels (state and microsocial);
• goals and objectives of the activities of preschool educational institutions and schools to ensure continuity;
• meaningfully filled areas of joint activities of kindergarten and primary school, ensuring their continuous connections;
• time frame for execution of plans;
• responsible executors from kindergarten and school;
• specific cases (events) with the participation of children, teachers and educators, parents, and other interested parties in the education system.

Clarification and expansion of the plan for joint work of kindergarten and school within the educational complex makes it possible to ensure continuity of related levels of education, taking into account specific educational conditions. Building continuity between a preschool educational institution and a school within the framework of a single educational complex today has been sufficiently worked out in practice and is well described in the works of S.N. Dmitrieva, Z.V. Doshchitsyna, T.A. Matveeva, M.M. Pashkova and others. Such forms of continuity in educational practice are rare due to high resource costs. Let’s imagine an option for implementing continuity between a preschool educational institution and a school in a single educational complex, as was done by S.N. Dmitrieva [Dmitrieva, S.N. Implementation of the principle of continuity in the conditions of the educational complex kindergarten - school: author's abstract. ...cand. ped. Sci. - Yakutsk, 2006. - P. 7.].

The main tasks in the work of teaching staff of preschool educational institutions and schools are as follows:

Coordination of the goals and objectives of education, training and development at all levels of the educational complex;

Improving the forms and methods of organizing teaching and educational activities in a complex based on the joint methodological work of teachers of preschool and primary levels of education;

Creation and rational use educational space of the complex for the purpose of intellectual, moral, emotional, physical and aesthetic development of the child’s personality;

Providing opportunities for cooperation between preschoolers and junior schoolchildren in a multi-age group of children.

Coordination of the positions of teachers within the framework of similar didactic systems in the process of methodological work is a necessary component of ensuring continuity both in goals and content, and in methods and forms of education at related levels. This can be achieved most effectively by implementing methodological work in kindergarten and school in a single target field of continuity in education.

Today methodological work is considered as a systemic activity, which involves studying the goals, objectives, main directions and content of teachers’ activities, methods and forms of working with children, predicted results and means of achieving them.

this work, as a rule, is conducted by teachers in relation to the level of education at which they work. In the case of building continuity between kindergarten and school, teachers need to better master the content, methodology, requirements and standards of education at related levels: educators - primary school programs and standards, teachers - programs and standards before school education. This creates certain difficulties: teachers, as a rule, have a great focus on “their level” - on the educational level where the educator or teacher performs functional responsibilities. And the focus on adjacent (lower or high order) education levels are limited.

In addition, today a new model for training a teacher as a subject is under development. professional activity, suggesting an increase professional excellence teachers not through the quantitative accumulation of knowledge, skills, abilities, but through in-depth penetration into new educational technology. In this regard, the following difficulties arise in methodological work on succession:

• formation of motivation of teachers to master psychology, pedagogy and methods of related levels of education;
• selection of forms of methodological work that are adequate to the goals of building the continuity of a preschool educational institution - school, taking into account general pedagogical approaches and the specifics of preschool pedagogy and elementary school pedagogy.

It should be noted that methodological work aimed at ensuring continuity is not isolated - it comes into contact with other areas, such as: advanced training of teachers, the work of the methodological office, work with pedagogical experience, interaction with parents, therefore it is important to rationally design and implement it.

Modification of the algorithm for interaction between kindergarten and school

• First step. Creation of a temporary methodological association of teachers of a preschool educational institution and primary school teachers through agreements within the framework of the Coordination Council educational institutions microdistrict. The union is created for one calendar year- from January (the beginning of the second half of one academic year) to December (the end of the first half of the next academic year). It should unite educators who, at the time of the formation of the methodological association, are leading graduating groups of kindergarten and teachers who will accept these children into 1st grade next year.
• Second step. An agreement by all participants in the methodological association on a common understanding of the goals: the level of readiness for school that must be achieved at the end of kindergarten, as a prerequisite for studying in the first grade, on compliance with uniform technologies and principles embedded in the educational program of the school and kindergarten. The implementation of this step involves finding a compromise between the experience and traditions of preschool and primary education: the formation of a single set of qualities of a graduate of a particular kindergarten as the ultimate goal of the implementation of the educational program and uniform requirements for him in elementary school. At the same time, teachers analyze the organizational, intellectual, evaluative and communication skills indicated for future first-graders, detail and supplement this list based on the situation in school and kindergarten. This step also involves clarifying the continuity of content reflected in the educational programs of preschool and primary education. All this allows us to begin to build lines of continuity (targeted, methodological and substantive).
• Third step. Primary school teachers’ visits to classes and routine moments in the kindergarten preparatory group and collective discussion from the standpoint of compliance with the principles and technologies of personality-oriented education and the level of development of the qualities of a kindergarten graduate. This allows elementary school teachers to get to know their future students in advance and see their capabilities in a familiar and comfortable environment. Specific corrective measures, ensuring an increase in the level of readiness of children for school.
• Fourthstep. Development and implementation of joint activities with children by primary school teachers and kindergarten teachers preparatory group. Educators and teachers jointly conduct games, holidays, and leisure activities with children; they involve school students in this work, who prepare performances, crafts, costumes, etc., help conduct games, and actively participate in events. At the same time, future first-graders get to know their teacher and engage in interaction with schoolchildren, which will make their transition to a new level of education more prepared and psychologically comfortable.
• Fifth step. Diagnosis of children's readiness for school upon leaving kindergarten and upon entering primary school. This work is carried out with the involvement of independent specialists - educational psychologists, speech therapists, medical workers, which allows us to obtain objective data on the development of children and outline personal corrective measures. Carrying out diagnostics twice (at the end of visiting the preparatory group and at the beginning of first grade) allows you to clarify the level current development and the child’s zone of proximal development through identifying their dynamics. At the same time, such work allows us to draw a conclusion about the course of a child’s adaptation without additional diagnostic procedures, with subsequent assessment of the effectiveness of pedagogical measures in relation to a group of children and each child.
• Sixth step. Attendance of lessons in 1st grade by the head of the methodological association and teachers of the preschool educational institution. It is necessary to help primary school teachers put into practice joint agreements on successive technologies in organizing children’s activities, learning new material, and working with texts.
• Seventh step. Regular consultations with 1st grade teachers - discussing lessons, coordinating work and solving emerging problems. Regular meetings are of fundamental importance, at which teachers discuss how first-graders see themselves in the new conditions, and what educational or psychological difficulties arise. At this stage, it is possible to involve specialists from a psychological and pedagogical council working on the basis of a multidisciplinary approach.
• Eighthstep. Determining the effectiveness of succession work - analyzing the results, adjusting the activities of the teaching staff. Thus, the work of a kindergarten and a school according to a single plan in order to implement continuity in work is a well-known mechanism used since the mid-twentieth century domestic system education. Modern mechanisms for building continuity between kindergarten and school represent a certain purposeful activity of teaching teams at related levels of education based on their interaction.

JOINT WORK PLAN FOR KINDERGARTEN AND PRIMARY SCHOOL FOR THE 2013-2014 SCHOOL YEAR

Target:

1. Create conditions for successful adaptation of first-graders.

2. Organize a system of interaction between school teachers and educators through joint implementation of methodological activities, work with children and parents.

3. Ensure the readiness of preschoolers to study in primary school and continue their education in primary school.

Work plan for the continuity of kindergarten and school

The work of schools and preschool institutions involves the use of all forms of continuity: studying programs, mutual exchange of experience, developing children’s interest in classes and educational activities. At the initial stage of work on continuity, the methodological service of our district organized seminars and round tables for teachers of preschool educational institutions and primary school teachers, but they were more of a formal nature. Only a few interested teachers came to the events, and, as a rule, there was no constructive dialogue.
Having analyzed all previous work on continuity, we came to the conclusion that, first of all, it is necessary to develop a unified, systematic and consistent work of two structures, preschool and primary education. Today we can say with responsibility that the situation has changed in many ways.
We developed a plan of joint activities, the implementation of which set the goal not of increasing the number of methodological activities, but of improving the quality of continuous connections between the preschool and primary levels. Today in 37 average secondary schools open 67 preschool groups, which allowed teachers to create a unified educational space and realize continuity in the development and education of children. Days have also become traditional open doors in preschool educational institutions for primary school teachers, which greatly helps to establish trust and partnership between teachers; working groups have been created whose purpose is to develop detailed guidelines for teachers of preschool educational institutions, primary school teachers and parents.
Kindergartens and schools today are reviewing their work in the direction of continuity. Such forms of interaction as mutual acquaintance with educational programs kindergarten and school, organization of joint pedagogical councils, round tables, master classes. Introduction to the specifics of planning work in kindergarten and thematic plans conducting lessons at school gives teachers the opportunity to exchange experiences, find optimal methods, techniques and forms of work, introduces them to the environment and organization of life and education of children. Such cooperation forms in teachers an understanding of the importance of the child’s development process, and not the accumulation of knowledge, helps to preserve the health of children and not infringe on their right to education, and determines the choice of methods for an individual approach to the future student.
Another important, in our opinion, area of ​​work for kindergartens and schools is the organization of joint holidays, exhibitions, festivals, participation in project activities and other interesting events. For example, schools hold such holidays dedicated to the beginning of the school year as “Farewell to the ABC Book” and “Book Week.” In turn, in kindergarten there are many interesting events in which school teachers take an active part - Farewell to kindergarten, Preschool Worker's Day, Children's Day.
Joint events “School Museums for Preschoolers” and “New Year’s Miracle” are organized for kindergarten and elementary school students; joint exhibitions children's creativity“You and I will live on the blue planet tomorrow,” “The world through the eyes of a child.” Our pupils and primary school students took an active part in the festival “Scientific and Technical Creativity and Youth Initiatives”. Such meetings activate curiosity, creativity, develop positive interest of preschoolers in school life, introduce educational space schools
However, the problem of excessive demands on a child’s readiness for school remains a serious problem. When entering some schools, it is required that the child read fluently, operate with numbers within a hundred and know much more. Hence the need for parents to meet the requirements high level development of a child without taking into account his individual characteristics. Parents consider a kindergarten to be good, from which children move to an “elite” school, and in this regard, teachers build educational process in “school logic”: play and other activities specific to this age are replaced by homework. These problems will be seriously considered in the new academic year at a meeting of the succession working group, which was created last academic year on the initiative of the Department of Education.
The head of the Department of Education, Olga Larionova, approved a work plan for the implementation of continuity of preschool and primary general education for 2010-2011 academic year, which will help preschool institutions and primary schools organize work in this direction jointly and systematically, and not from case to case.
To achieve successful continuity between kindergarten and school, it is necessary to systematically and gradually implement certain steps.
District methodological centers must:
- develop a project of joint activities between the structures of preschool and primary education in this direction;
- hold a number of interesting, vibrant joint thematic events of different directions for teachers and parents of preschool and primary institutions;
- create a district working group from teachers and specialists preschool institutions and elementary school.
Preschool educational institutions and secondary schools need:
not formally, but thoughtfully conclude a cooperation agreement between the kindergarten and the school;
draw up a plan for joint activities of institutions;
regularly hold joint pedagogical advice for a deeper acquaintance with the programs of education and training of children in kindergarten and primary school;
carry out mutual attendance of classes in kindergarten and lessons in primary school by educators and teachers;
hold joint meetings of kindergarten and school specialists;
plan joint activities for the successful adaptation of children to school.
I am sure that only the interest of the school, preschool educational institution and the parent community will truly solve the problems of continuity of preschool and primary education, and make the child’s transition from kindergarten to primary school painless and successful. Everyone will benefit from this, especially children. For the sake of children, you can find time, energy and means to solve the problems of succession.

Elena KIKTENKO, methodologist of the district methodological center of the Central Administrative District

Work plan for the implementation of continuity of preschool and primary general education for the 2010-2011 academic year