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

1.Joint teaching activities
“Study and analysis of the preschool basic educational program and primary school program” outline ways of their implementation in terms of succession		Responsible: head teacher of the school
2.Joint cultural events
Observation of the adaptation of preschool educational institution graduates at school (conversations with teachers about each preschool educational institution graduate, discussion of creative development and individual approach to children)	November-January	Art. teacher
"Competition for the best Christmas tree toy" (Exhibition of handicrafts made by pre-school graduates and kindergarten students)		Art. teacher
Organization of a joint concert between the school and kindergarten students (on the basis of the kindergarten)		music head of d\s
Excursion “Preliminary acquaintance of future first-graders with school”		Art. teacher, head teacher of school
3. Mutual visits
Teachers of educational activities in the preparatory school group in mathematics, preparation for learning to read and write		head teacher of the school, Art. teacher
Lesson teachers in 1st grade		head teacher of the school, Art. teacher
Workshop (round table) “Exchange of experience. Analysis and discussion of lessons at school and educational activities in kindergarten.”		head teacher of the school, Art. teacher
4. Taking care of your health
Joint meeting of kindergarten and school psychologists, preschool teachers		d\s psychologist, Art. teacher
Draw up individual development cards for the child of a pre-school graduate		kindergarten psychologist, educators
5.Working with children
Conversations with children: “If you are left at home alone” (safety basics), “Why do you need to study at school?” Design the game “School” prepared in groups		group teachers
OOD: Fun activity on the topic “School building” Looking at the painting “School”		Group teachers
Targeted excursion to the school "The Road to School"		Art. teacher
Create a selection of books about the school. Decorate the corners of the books “We read ourselves”		teachers of senior groups
6. Working with parents
Consultations: “How to choose a school.” “What skills should a child have when entering school?”		Art. teacher
“Portrait of a future first-grader;		Art. teacher
Workshop “Back to school soon”		Art. teacher, psychologist
“Psychological readiness of parents for school”		psychologist d\s
Questioning parents: “How to help them learn”		teachers of senior groups
Parent meeting for older children “Go to school from 6 years old. Pros and cons"		Art. teacher, psychologist
"Presentation of schools"		Art. educator, school teachers

Cooperation between a comprehensive school and a preschool institution

Author: Galitskaya Maya Aleksandrovna, Russian language teacher, State Educational Institution "Nedoyskaya Basic School of the Buda-Koshelevsky District" of the Gomel Region of the Republic of Belarus

Subject: cooperation between a comprehensive 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 the stressful situation in which he finds himself when he comes to school. A change in place of stay, environment, rhythm of activity, content of his daily life has a negative impact on the child’s psyche. Associated with this is the psychological crisis of the 6-year-old, which occurs as a result of the fact that the baby’s nervous system 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 the personal and psychological characteristics of 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 the 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 of the country’s cultural traditions, education on the historical national heritage);
develop the level of creativity (ability to create) through involvement in various activities;
to improve the gaming culture of six-year-olds, since the central new formation in the psyche of a child of this age is role-playing play.

Working 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;
the principles and methods of working with children in the process of interaction must be in strict accordance with the psychological laws of 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 human communication skills in everyday life.
Working with teaching staff:
creation of an educational system that promotes the exchange of experience and mutual cooperation between schools and kindergartens;
organization and methodological support of interaction between members of the school teaching staff and members of the kindergarten teaching staff.
Project activity object (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 of the 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 activities (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 the 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 of educational and methodological complexes;
Development of a comprehensive target system of pedagogical activity and interaction;
Creation of analytical material for diagnosing project implementation.

Main stage – 2 years:
Conducting planned educational and methodological events for participants in project activities;
Identification, generalization and dissemination of the best experience of participants in project activities on 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 to implement 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 demonstrate their creative potential;
The degree of realization of the value orientations of a first-grader;
The degree of influence of various factors of the social environment on children;
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 of the opinions of first-graders and participants
project activities, parents regarding satisfaction with the work being carried out.

3. Assessment of the sociocultural situation:
Assessment of the activities of subjects of project work to develop the general cultural horizons 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.

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 from 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 the physical and mental development of 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 of independently solving assigned tasks;

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

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 Primary school teachers visiting classes in preschool group:

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

Educators,

uch. beginning classes

6 Pedagogical meeting in preschool group.

Questions for discussion:

the role of didactic games in learning preschoolers;

creative development of children in classes in appliqué, 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 school education» 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 preschool groups “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 the lives of children.” 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

Working 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

Currently, with the introduction of new educational standards for 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 his 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 the joint activities of a kindergarten and a primary school to large-scale projects of a 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].

There are a large number of examples of planning joint activities between kindergarten and school in the methodological literature and pedagogical practice. 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 between 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 the kindergarten and school within the educational complex makes it possible to ensure continuity of related levels of education, taking into account specific educational conditions. The construction of continuity between a preschool educational institution and a school within a single educational complex has today 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 of the educational space of the complex for the purpose of intellectual, moral, emotional, physical and aesthetic development of the child’s personality;

Ensuring the possibility of cooperation between preschoolers and primary 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 carried out 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 - preschool education programs and standards. 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 related (lower or higher order) levels of education is limited.

In addition, today a new model for training a teacher as a subject of professional activity is under development, which involves increasing the professional skills of teachers not through the quantitative accumulation of knowledge, skills, and abilities, but through in-depth penetration into new educational technologies. 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 adequate to the goals of building 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 a 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 of educational institutions of the microdistrict. The association 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 teachers 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 the uniform requirements for him in primary 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 are being developed to ensure an increase in the level of readiness of children for school.
• Fourthstep. Development and implementation by primary school teachers and kindergarten teachers of joint activities with children of the 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 the first grade) allows you to clarify the level of current development and the zone of proximal development of the child by 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 - discussion of lessons, coordination of 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 kindergarten and school according to a single plan in order to implement continuity in work is a well-known mechanism used since the mid-twentieth century in the domestic education system. 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 activity plan

MOBU Secondary School No. 38 and MB Preschool Educational Institution No. 100

for the 2014-2015 academic year

№ p/p

Implementation time frame

Event

Participants

Responsible

Organizational issues

August

Conclusion of a cooperation agreement between the preschool educational institution and the school, approval of the work plan for the year.

MOBUSOSH No. 38 and MBDOU d/s No. 100

Administration of the educational institution

Interaction between teachers of preschool educational institutions and teachers of Municipal Educational Institution Secondary School No. 38

October

Monitoring the adaptation of first-graders by a preschool educational psychologist.

Graduates of preparatory groups of preschool educational institutions, educational psychologist

October

Attendance of lessons in the first grades by teachers of preparatory groups.

Preparatory group teachers

november

Joint seminar of preparatory group teachers, educational psychologists "Preserving the health, emotional well-being and development of the child’s individuality during the transition from kindergarten to primary school"

Teachers of preparatory groups of preschool educational institutions, educational psychologist

Deputy Director for Educational Management Kravtsova N.P., senior teacher Belaya S.G., first grade teachers, educational psychologist

november

Parents' meeting at the preschool educational institution for parents of preparatory groups "Children's adaptation to school."

Parents of children of preparatory groups of preschool educational institutions, psychologist of Municipal Educational Institution Secondary School No. 38

Deputy Director for Educational Management Kravtsova N.P., Senior Teacher Belaya S.G.

April

Attendance of classes in preschool educational institutions by primary school teachers. Exchange of work experience.

Primary school teachers

Deputy Director for Educational Management Kravtsova N.P., Senior Teacher Belaya S.G.

May

Seminar “Implementation of continuity between preschool educational institutions and educational institutions.” Analysis of work on continuity for the 2014-2015 academic year.

Primary school teachers, preparatory group teachers

Deputy Director for Educational Management Kravtsova N.P., Senior Teacher Belaya S.G.

Planning activities with children

September

MOBU secondary school No. 38 and MBDOU d/s No. 100

Deputy Director for Water Resources Management N.P. Kravtsova,

September

10.

March

Open day "Organization of the educational process in primary school."

Parents of preparatory group pupils

11.

April

Carrying out a joint event with the ABC of Road Safety team.

Pupils of first grades, pupils of preparatory groups

Deputy Director for Internal Affairs Kravtsova N.P., Head of the Judicial Institution Podporina A.V., Senior Teacher Belaya S.G.

12.

1 time per quarter

Showing theatrical performances in kindergarten by schoolchildren.

Students of MOBU Secondary School No. 38

Deputy Director for HR Kravtsova N.P., heads of theater circles (VD) Elova E.V., Nikonenko L.G., Chernobay O.Yu.

13.

December

Photo exhibition “We are future first-graders” (“World of Childhood”).

High school students, preparatory groups

Deputy Director for Educational Management Kravtsova N.P., Senior Teacher Belaya S.G.

14.

January

Organization of an hour of reading and an exhibition of children's books in kindergarten by students of MOBU Secondary School No. 38 as part of the event “Elders to Younger” (we read A.P. Chekhov).

High school students, pupils of preparatory groups of preschool educational institutions

Deputy Director for Educational Management Kravtsova N.P., Senior Teacher Belaya S.G.

15.

March (22, 23 )

Competition “Fun Starts” for first-graders in MBDOU kindergarten No. 100.

First grade students, pupils of preparatory groups of preschool educational institutions

Deputy Director for Educational Management Kravtsova N.P., Senior Teacher Belaya S.G., FC Instructor Tkachenko Yu.M.

16.

April

Excursion to MOBU Secondary School “Introduction to School Life” (tour through school stations). Acquaintance with the school library, gym, canteen.

Pupils of preparatory groups

Deputy Director for Educational Management Kravtsova N.P., Senior Teacher Belaya S.G.

17.

May

Exhibition of drawings “Remembering Childhood”

MOBU secondary school students, former preschool graduates

Deputy Director for Educational Management Kravtsova N.P., Senior Teacher Belaya S.G.