GEF: WHAT SHOULD BE A KINDERGARTEN GRADUATE?
Today we suggest you familiarize yourself with the main criteria by which the child’s readiness for school is determined, and with the content of preschool education programs that ensure the…

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GEF: WHAT SHOULD BE A KINDERGARTEN GRADUATE?

Today we suggest you familiarize yourself with the main criteria by which the child’s readiness for school is determined, and with the content of preschool education programs that ensure the quick adaptation of the preschool child to school.

GEF: What should a kindergarten graduate be like?

Quite often, a child’s readiness for school is determined only by the amount of necessary skills and knowledge available to him. According to teachers, every graduate of a preschool educational institution should read, retell, count and write well without errors. Fearing that their child will not meet the expectations of teachers and will be the “worst” in the classroom, parents seek to teach their child to read and solve complex problems fluently.

However, according to the Federal State Educational Standard of Preschool Education, which entered into force on January 1, 2014, a graduate of a preschool institution should not only be able to read / count / write, but have a certain set of qualities, including:

self-confidence;
curiosity;
ability to volitional efforts;
independence;
initiative;
willingness to be responsible for their actions;
goodwill;
respectful attitude to the family and society.
That is, the main task of the kindergarten is not to give the child a certain amount of knowledge (this task is assigned to the school), but to teach them how to obtain this knowledge on their own, to observe, compare, establish causal relationships, etc. d. In other words, the program for training preschool children in kindergarten is aimed primarily at the emotional, communicative, physical and mental development of children, as well as at preparing future first graders for the harsh everyday life of school life.

Today we suggest you familiarize yourself with the main criteria by which the child’s readiness for school is determined, and with the content of preschool education programs that ensure the quick adaptation of the preschool child to school.

BASIC CRITERIA FOR READINESS OF THE CHILD FOR SCHOOL

If we carefully analyze the GEF of preschool education, then we can distinguish the main criteria by which the child’s readiness for school is determined:

intellectual – the ability to compare and generalize, classify and analyze information, perceive speech and think logically;
physical – the level of development of all body systems that can withstand daily training loads without harm to health;
motivational – the child does not want to become a schoolboy because at school he will make new friends with whom he can play (game motive), and not because by becoming a first grader he will increase his social status (social motive), but because in the lessons he will be able to learn something new and interesting;
social – the child’s ability to cooperate with other people and show attention for 30-40 minutes.
Provided that the child meets all these criteria, his adaptation to the new educational conditions in elementary school is much easier and less painful.

CONTENT OF PRESCHOOL EDUCATION PROGRAMS ACCORDING TO GEF

According to the GEF of preschool education, kindergarten classes should include activities aimed at:

The development of social and communicative skills – the assimilation of generally accepted norms and values, the acquisition of skills to interact with peers and adults, the development of emotional responsiveness and empathy, the development of independence (in society, life, nature), the focus and self-regulation of one’s actions, the formation of a positive attitude towards different types of labor and creativity, as well as respect for the family and society.

The development of cognitive skills – the formation of primary ideas about ourselves and the world around us, the socio-cultural values ​​of our people, our traditions and holidays, the development of curiosity, imagination and creative activity.

The development of speech skills – enrichment of vocabulary, acquaintance with children’s literature, the formation of sound analytical and synthetic activity, the development of grammatically correct, coherent speech and speech creativity.

The development of artistic and aesthetic skills – the formation of an aesthetic attitude to the world, the development of value-semantic perception of works of art, music, folklore, literature, the implementation of independent creative activity, the formation of elementary ideas about the types of art.

The development of physical skills – the acquisition of motor activity skills (including the implementation of exercises aimed at developing flexibility and coordination, the musculoskeletal system, large and fine motor skills), the formation of primary ideas about the main sports, the establishment of focus and values ​​of a healthy lifestyle.

It should be noted that when implementing the program of preschool education recommended by the Federal State Educational Standard, it is allowed to assess the level of development of each child by pedagogical workers to individualize education (including building their personal educational path) and optimize work in the collective of children.

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