Conditions for preparing a child for schooling. Preparing for school: activities for children

08.03.2022 -

Marina Trofimova
Conditions for the successful preparation of the child for schooling

Speech by a social educator at a general kindergarten meeting dedicated to preparing children for school.

Topic " Conditions for the successful preparation of the child for schooling»

social teacher

M. A. Trofimova

School it is a new educational social institution in the life of everyone child. School is a place where the independent and almost adult life of our children begins. For children, this is a significant change in their usual way of life, which brings serious stress. Parental experiences are understandable - from a good start school careers depend on all subsequent successes.

All parents deal with the same questions. In which school is better to send the child? At what age - from six years old or from seven? Or maybe it's better in general closer to eight? how prepare the child for school? What additional classes, sections, circles to give for a comprehensive preparing a child for school? These questions arise about a year before admission child to school.

Most parents think that child ready for school. Someone relies on the erudition, ingenuity, logic of the baby. Others are calm because managed to teach the child read in syllables and write a little. Still others rely on the independence and sociability of their son or daughter. Fourth - on education and obedience.

But development is not everything. It is very important to be able to fit school requirements, work in a group, communicate with other children.

After five years, children begin to develop important for the future learning needs, this is a period of intensive formation of personality in all areas. It is at this time that completely new, individual qualities appear - the desire to engage in serious activities, communicate with peers and strive for success. And also to be good in the eyes of the teacher and parents, that is, to assert oneself in relationships with others.

Most teachers believe that every graduate of a preschool educational institution should read well, retell, count and be able to solve simple problems. In this regard, each parent, fearing that their child will not meet the expectations of teachers and will be the "worst" in the class, strives to teach his baby around to meet the requirements.

However, according to GEF preschool education, which entered into force on January 1, 2014, graduate preschool institutions upon admission to school should not only be able to read / count / write, but rather have a certain set of qualities, among which are:

self-confidence;

curiosity;

ability to volitional efforts;

independence;

initiative;

readiness to take responsibility for one's actions;

goodwill;

respect for family and society.

That is, the main task of the kindergarten is not to give to kid a certain amount of knowledge (this task is entrusted to school, but in teaching them to extract this knowledge on their own, to observe, compare, establish cause-and-effect relationships, etc. In other words, the program preparation of preschoolers in kindergarten is aimed primarily at the emotional, communicative, physical and mental development of children, as well as at training future first graders to harsh everyday life school life.

Therefore, a big role in successful learning psychological readiness plays, it consists of intellectual-personal and emotional-volitional. Psychological immaturity child may cause problems in learning.

Socio-psychological, or personal readiness - the ability to adapt to a new social role, which implies new rules of behavior and a different status in society.

Given this, parents of future first graders need to consider a number of factors. Sometimes mothers and fathers think that their task is to collect child to school, and they are obliged to teach and educate him in kindergarten, school. Thus, they shift their own family responsibilities to educational institutions. But according to the Convention on the Rights child The main responsibility for the upbringing of children rests with the parents, so any parent, even the busiest, is able to independently instill in his son or daughter all the necessary skills. From all that has been said, we can conclude that only together, all together, it is possible to overcome all the difficulties in the upbringing and education of children. With child you need to talk on different topics, discuss films, cartoons, fairy tales, learn to have your own opinion and express it tactfully.

Psychologists believe that preparing a child for school is difficult, but you can. The main thing is to create a positive image schools and teachers. Going there should be a holiday and a new stage in life. You need to explain to the baby what are the benefits school life what he will learn there and what will be interesting for him.

As in any other business, preparing a child for school Every parent makes some mistakes. The main one is overloading children with additional developmental activities, while depriving children of play and communication with peers. This will form an aversion to future studies. And despite the fact that the child is already on the threshold of school, it still remains child, and the leading activity of children is the game. Therefore, children should play enough, communicate with peers and rest. The second mistake parents make preparation for school this is intimidation with deuces, punishments, possible ridicule of classmates. It is very important to unconditionally believe in your own child, to praise for any achievements, to help in failures, but at the same time one should not shift his work onto himself.

From all that has been said, I would like to note that we talk a lot and pay attention to the readiness of our children for school, but you need to think about whether you parents are ready for a new stage in the life of your child. In this regard, I offer you a mini-exam. You, dear parents, are invited to compare how life will differ preschooler from the life of a first grader. To do this, they need to answer a series of questions.

sample questions:

What classes are held in kindergarten? What subjects will my child study in 1st grade?

How many classes per day are held in kindergarten? How many lessons per day will there be in 1st grade?

The duration of the lesson in preparatory group in kindergarten? Lesson duration in school?

How many teachers teaches child in kindergarten? How many teachers will teach child in 1st grade?

Wishes to parents.

Prepare your child for school aggressively, smartly, respecting the measure and tact. Remember what you choose school not for myself, and for your child, so try to take into account all the factors that can complicate it education. Don't customize baby only for success but don't be intimidated by failures. Support your child's desire to become schoolboy. Remember that adaptation to school It's not an easy process and it doesn't happen quickly. The first months can be very difficult. He really needs your faith in him, smart help and support.

References:

1. Social educator in school(from work experience)/ av. Comp. L. D. Baranova. Volgograd: Teacher. 2009

2. Svirskaya L. Family work:optional instructions: Methodological guide for workers preschool educational institutions. – M. : LINKA-PRESS, 2007. - 176p.

3. Interaction with parents, compiled by M. A. Pavlova / Scientific Center "Development of educational initiatives", Saratov, 2003

4. https://podrastu.ru/vozrast/vozrastnye-osobennosti.html- Psychological and pedagogical portal about the development and education of children.

The main event that completes preschool childhood is the child's entry into school. In modern times, few people doubt that purposeful preparation of children for school is necessary. But each parent sees the very essence of this stage in the life of a child in his own way. What should be the preparation for a preschooler to become ready to become an elementary school student?

What is meant by preparing a child for school

It is curious that parents and psychologists have different expectations, what is the readiness of the child for school, and what is important to shape the future student through preparatory classes.

Most parents are focused on the intellectual achievements of their children and at preschool age strive to give the child a certain base of knowledge and skills, teach them to read and count, increase and speak correctly. With this position, the attention of adults is focused on the development of awareness, speech and thinking abilities of the child.

Another part of adults who are concerned about individual traits of their child's character aim to arouse the child's desire to go to school, to interest them in school together with other children.

Shy and anxious kids may know and be able to do a lot, but they are afraid to take a step away from mom or dad. Such quiet ones even agree to play with their peers only if there is a loved one nearby.

Some overly impulsive preschoolers are willing to be around other children as much as possible, but their cognitive interests are limited. Such nimble people often state that they do not want to study and will not go to school. And their parents are concerned about how to turn the interests of a preschooler towards knowledge and learning.

Thus, the most pronounced position of parents in preparing children for school is to put as much knowledge into the child’s head and interest in learning among peers.

Professional requirements are broader. Psychologists believe that it is necessary to form in a preschooler the inner position of a student before schooling. Readiness to learn includes not only a certain level of awareness and thinking of the child. This implies the motivation for learning, and the emotional-volitional component, and the social maturity of the future student.

Preparation for elementary school, according to experts, should include not only and not so much intellectual development, but the formation of the psychological and social aspects of the maturity of a preschooler.

Therefore, a full-fledged preparation for schooling requires the child to be in a group of the same children as he is. Parents who advocate individualized training make the mistake of arranging for their children to study at home. They miss an important point, why preparation for school is needed, namely, they deprive the child of the opportunity to form the ability to subordinate his behavior to the laws of the children's group and play the role of a student in school conditions.

How to prepare your child for school

Sometimes it seems to parents that the effective preparation of a child at school is classes in special groups under the guidance of a teacher for several months immediately before entering school. Such training is important, and we have already mentioned the importance of classes for preschool children among peers.

But the level of mental development cannot be adjusted to the desired level in a few months. Even in preschool. The formation of the future student is based on the constant development of everyone and the child.

The role of play in preparing for schooling

No matter how surprised the parents are, the basic preparation for the upcoming schooling gives the child a complete one. Mental development in preschool age stimulates. It is the leading activity.

In the game, preschoolers develop their imagination and learn logical reasoning, form an internal plan of action, and develop an affective-need sphere. Each of these components is essential to successfully assuming the role of learner.

In role-playing games, children learn to control their behavior, follow the rules, act in accordance with the role. And at school without it in any way. A small student will have to listen carefully to the teacher, write out intractable letters with concentration and perform many other tasks that require strong-willed efforts.

Fundamentals of Intellectual Training

Regarding intellectual preparation, it is important to systematically engage with children in order to develop logical thinking and speech skills. The directions are as follows:

The intellectual level before entering school should be such that the child is able to analyze and generalize. It is necessary to teach the child to find essential features by which objects can be combined into groups, or eliminated superfluous. Examples of tasks are given in the development article.
The speech development of the child should provide a coherent expression of his thoughts. To do this, you need to constantly replenish your vocabulary, explain to the child the meaning of new words, and correct his statements in accordance with.

An effective preparatory base is reading fairy tales and other children's works. While the child is only able to listen, it is useful to retell the plot together, talk about the actions of the characters, and fantasize about a different development of events. But already at 4-5 years old, a baby is quite accessible. And this is progress in development, and the actualization of cognitive motives.

A child needs this preparation for school. On the one hand, it is natural for any family where attention is paid to the development of children. And on the other hand, it is similar to the same approach that psychologists and educators use when preparing preschoolers for schooling.

Everyday participation in preparing children for school

Of course, the child receives the initial baggage of knowledge from his relatives. We emphasize once again that many parents pay great attention to the development of the child's intellectual abilities: they constantly expand his knowledge about the world around him, solve logical tasks, teach him to read and count, and encourage reasoning.

All this contributes to the development of cognitive motivation of the preschooler. And, as a rule, children with a high intellectual level want to go to school to study.

With regard to standard family conditions, it cannot be said that parents pay close attention to the formation of their children's interest in schooling. More often this task is shifted to third-party shoulders. Since cognitive motivation and interest in school do not arise in one moment, but gradually, adults need to make at least the slightest effort.

In constant communication with their children, parents can use elementary techniques that contribute to the formation of school readiness.

It is useful to conduct classes by giving the child a pattern of actions and setting him the task of independent implementation. This will contribute to the formation of arbitrariness of behavior at any stage of preschool childhood. For example, having laid out a word from counting sticks, invite the child to repeat. Listing several items belonging to the same group (fruits, furniture, vehicles), encourage the preschooler to complete the row.
Contribute to the development of the child's attention by applying. It is possible to teach to concentrate and auditory attention both during a walk and when reading books.
Pay attention to the development of fine motor skills. At school, a big load immediately falls on children's fingers - every day they have to write letters and numbers. To be ready for this load, you need to sculpt, draw, assemble mosaics and constructors with small details as often as possible.
It is important to praise the child for the manifestation, for the passion for a useful activity.

What adults should never allow, although this is often observed in families:

It is not permissible to rein in a naughty kid who does not really want to do a cognitive job, with the words "Here you go to school, you need to study there, and not run."
It is impossible to drag out the lesson, overworking the child's psyche and thereby causing the preschooler to reject regulated classes.
You can not force a preschooler to complete a task if it causes negative emotions.

At the heart of the mental development of the child is the need for new experiences. In children, voluntary actions are distinguished by immediacy and impulsivity: a new desire has appeared - it must be immediately satisfied. Therefore, the arbitrariness of a preschooler has an impulsive character, which is not combined with a long retention of attention on any process. It is not the child’s fault that even 15-minute classes are still beyond his strength.

If parents adhere to the practices outlined in this article, they will make a significant contribution to the formation of the psychological in their child. And the senior preschooler will cross the threshold of the school with pleasure, interest and craving for knowledge.

Lyudmila Anatolyevna Kolesnikova
How to prepare your child for school

Materials for a meeting with parents of future first graders

again about how prepare the child for school.

Is it a bad, good bird is born,

She is destined to fly.

It won't happen to a human.

It is not enough to be born as a human

They still need to be!

There is a lot of meaning in this short poem by Eduard Asadov. To become a person means to be honest, kind, sympathetic. But that is how he should be raised.

The formation of a person begins from the first years of his life. It is formed by parents, educators, teachers. This is not an easy task, especially in this time of difficult change. are changing school programs and textbooks, the approach to teaching children is changing. Appear new type of school lyceums, gymnasiums. Now there is a lot of talk about the pedagogy of cooperation - the union of students, teachers and parents. Such cooperation is necessary immediately upon admission. child to school.

What should parents think about first when preparing their child? school?

About health. The health of a first-grader is that reserve, that reserve of strength, which largely determines the success of not only the first year of study, but also many years school marathon. Physical and mental condition child determine their readiness for school. Now doctors say that in modern conditions in school Only 20-25% of healthy children are enrolled, the rest already have various health disorders.

These children find it difficult to deal with school load, with the mode of employment. This primarily affects the state of the nervous system. Therefore, in the time remaining until September 1, check the physical data of children, harden and strengthen them, consult a speech therapist, child psychologist, psychiatrist.

O preparing children for schoolexpress many different opinions: Cook child to school or not to teach something or not to teach. Many parents still believe that their business is to feed, clothe children and take care of their health, and they should develop and teach only in school. Meanwhile, it is known that child half is formed by the age of 4, and the most favorable period for the development of abilities is from 3 to 5 years. You miss something important and it is irretrievably lost. It is necessary to develop in children as early as possible not only memory, speech, logical thinking, attention, but also self-control of judgments and actions, their own opinion. All this is laid in the family.

Communication between parents and children is home joint work, joint games, walks, watching and discussing films, TV shows, reading books. It often happens that poor students become students who are not enough up to schools read children's books and poems, rarely and uninterestingly answered endless children's "why". Such parents have children unprepared to start learning, and therefore from the very first days school life, feeling that they know and understand less than their classmates, they are embarrassed, do not raise their hands in the lesson, are embarrassed to answer the teacher's questions. And, of course, it is difficult for them to assimilate the teacher's explanations.

The source of psychological well-being in the family is the love of parents for their children. The child must know that someone loves him very, very much, and that you can go to this person both with joy and with sadness. Such relationships create a sense of security, peace of mind. Children who feel the love of their parents grow up healthier than their peers who are deprived of affection.

Children want to be like their parents, are proud of them, imitate them. Question:"Who do you want to become?",most often answer: "Like Dad", "How is your mom". Therefore, it is very important not to let your kids down. Are we, parents, always, in fact, an example of nobility, kindness, humanity?

Famous teacher, Amonashvili, writes: “We strictly ask from children. And if children could strictly demand from us that we faithfully fulfill our duty of education, then many special problems would be solved. Hooligans, ignoramuses grow out of kids because of our careless upbringing, because they cannot reason with adults - irresponsible educators.

Don't think you're bringing up baby only then when you talk to him, inspire him with something, teach him. you educate child with every action, with every word. But if the words of the parents disagree with their own actions, there can be no question of any upbringing.

Be patient, treat children in such a way that they feel happy. To kid it is important to study successfully, to feel smart, quick-witted and quick-witted. After all, success is a source of joy that inspires a child to new success. Feeling no sense of success the child loses faith in himself becomes indifferent. He has an inferiority complex.

Children, especially 6-8 years old, are unusually suggestible, they see themselves in the mirror of our words: "stupid", "ignoramus", "slut", "lazy person",yes, but add: forever you, you in general, you always. Our children will forgive us an offense, but this injustice will surely resonate with them in a few years.

More patience, respect even for ignorance, misunderstanding, disobedience child. After all, it is also not easy for him to grow, discover the world, get to know people, learn to love, be good. Indifference to children, inattention to them cannot be excused either by official employment or preoccupation with some other interests.

September 1. How many worries and hopes each family associates with the beginning of their child's studies. Parents want their the child studied well, willingly went to school. What attracts them? They got older. They are - pupils! Briefcase, school supplies, form, new friends, first teacher. They are all ready to learn. Every time we meet first graders on September 1, I ask them a question:

Children, who among you wants to study well?

Forest of hands. Each of them sincerely wants it.

But only a few days pass, and some children's eyes grow dim, in the lessons they fidget, yawn, impatiently waiting for the call.

Sitting at a desk for hours was not as interesting as expected. Already some of the first-graders at home told their parents:

I don't want to school. Letters don't work.

The parents are confused. What's the matter?

The child is not ready for school psychologically. Studying is work, daily and persistent. The student needs to be able to properly allocate his time, be able to listen to the teacher without losing attention, be able to communicate with other children, be able to be organized, disciplined. Don't let your son's or daughter's studies go by themselves, think together about what doesn't work, figure it out and help. Much will depend on your patience.

Parents prior to admission school should be set up like this child so that he understands that he schoolboy eager to learn everything. Be ready for school is means to be ready to learn everything. Preparing a child for school life is not so much like the preparations of a polar expedition, when everything must be foreseen, taken into account and stocked up, but rather the readiness of Robinson Crusoe for life in unusual conditions.

All educational preparing a child for schoolshould be subject to purpose.: the development of mental horizons. Dealing with child, take care that he thinks, proves, thinks, so that his mind develops and requires more and more food for thought.

Your child should be able to listen carefully to reading a children's book, retell what they read coherently, give complete answers to questions, guess riddles, be able to talk about their family, know colors, names of animals, plants, be able to classify objects, learn poetry and tongue twisters.

Parents are concerned about:

Yes! But do it skillfully. Get advice from the kindergarten teacher, teacher.

Some parents believe that if a child comes to school If he knows how to read, then he will be bored in the lessons, he gets used to idleness, begins to look arrogantly at classmates who read much worse. This is how people think, who have forgotten what the first year is. school life. And in the first months of school child never be bored: a new world of relationships with adults, peers literally falls on him. School makes a small person find and master a new place in life, new forms of behavior, new duties, a new regime. Child may simply not have time to learn something. Most often it is reading that suffers. And as a result - unimportant grades, possible unpopularity among classmates, for whom school success for a long time becomes a measure of the human dignity of the student. And another loss. That precious stock of children's literature has not been read, which can only be truly tasted, experienced, absorbed into the soul only in childhood.

“You can live and be a happy person without mastering mathematics. But you can’t be happy without knowing how to read, without mastering the art of reading” - these are the words of the famous teacher V. A. Sukhomlinsky.

Let the child come to school being able to read. It will also be better because it is easier to learn to read at 4-5 years old than at 6-7 years old. Native speech has just been mastered. Words and sounds have not yet become child with something familiar not seen as breath. The flow of children's questions about words has not yet dried up, every day you can please your friends with a new story from the series "from 2 to 5". Why wait 6 years, when interest in the language will have to be artificially aroused.

Dating and work child with letters must be preceded by a pre-letter sound learning period. You have to start with child in the playroom, onomatopoeic action learned to extend, amplify individual sounds in words. for example:

Let's talk bee language like we're two bees.

"Let's be friends. Where do you live"

Then teach child highlight the first sound in words, look for similar sounds in other words.

Tell me, with what sound does the word MUHA begin - (M?

Is there (M) in the word HOUSE?

And in the word WALL?

What words can you name for the sound (M) - (car, mask, motor, shop). Can send child to a toy store.

To teach not to confuse sounds and letters, vowels and consonants, and only then, when the child has firmly mastered the sound composition of words, can they be introduced to the letters.

The biggest difficulties, which cause a lot of grief, are writing lessons. You need to learn a lot of new things every time, but your hands are still weak, they don’t obey, and how can you manage to master writing 300 elements in 4-5 months. Now that your the child is not yet 6 years old, make every effort to develop, strengthen the children's hand and fingers, make them dexterous, obedient. Drawing, modeling, constructor, mosaic, stringing beads on wire, beads, embroidery, burning, knitting - all these are exercises for preparing a child's hand for writing. Ask children to color various coloring pages not just to color, but to hatch. Shade the picture from left to right, top to bottom. When performing such exercises, the eye, small muscles of the fingers develop.

No need to put a pen in a clumsy hand early and put the baby down for prescription. Unprepared fingers will bring out such curves that both you and your student will become discouraged and will be dissatisfied with each other and with joint efforts over a sheet of paper. There is no need to undermine the future first-grader's faith in success in such a prestigious school business like a letter.

The level of speech development helps to form tasks of this type:

The children went to the river. Valya was fishing, and Zhenya was sunbathing. How many boys and girls were on the beach?

Valya and Sasha were catching butterflies. Are these boys or girls?

Petya went to the cinema after finishing the book. What did he do before, read a book or watched a movie?

Two mothers bought 4 Panama hats. One mother bought a white panama, and the other bought pink ones. How many panama hats did each mother buy?

If a child 5-6 years old easily answers such questions, then according to the level of speech development, he is ready for schooling. If your baby is not yet able to cope with such tasks, then often come up with similar speech tasks for him.

Such tasks also help to develop logical thinking, teach to draw conclusions.

If the river is wider than the stream, then the stream is ... narrower than the river

If a brother is older than a sister, then the sister...

A pine is higher than a spruce, so a spruce ...

It is also necessary to introduce child with concepts: right, left, top, bottom, middle, first, second, last, teach children to compare objects, find similarities and differences in them. Children should be able to compare the number of objects: more, less, the same, firmly know the composition of numbers. This will help in the formation of computational skills.

Cooking child to school, You must monitor compliance with the regime of the day. During the year, some children are constantly late, yawn at the first lessons, and do not work. Children should get up at a certain time, do exercises, be sure to have breakfast, 10 minutes before the start of classes, be in school. At child there should be certain hours for doing homework, enough time he should stay in the fresh air. And be sure to go to bed on time so that you can rest well at night.

Let be school Your children's years will become the GOLDEN TIME in their lives. After all school is not only study, it is a world of communication, joy, experiences, a world of beauty, games, fairy tales, a world of fantasy and creativity.

Draw letters and solve examples. What do you really need to prepare the future first grader for?

In the Prepare for School section, we share tips on how to prepare your child for school on your own and online.

Parents to help - useful materials, questions, assignments

What should a child know and be able to do before going to school?
Tasks, games and exercises to prepare for grade 1 at home.
Classes in logic and mathematics for preschoolers and younger students.

1. Physical development

From childhood, instill in your child an interest in sports and physical education. A personal example works best here. Find time for active activities with children at home and on the street.

Invite your child to try different sports sections: swimming, gymnastics, martial arts, dancing. Let him choose what he really likes.

If a son or daughter themselves reminds you of the next workout and tries not to miss a single class a week, this is success.

2. Psychological development

Even an outwardly calm and self-confident child can find it difficult to adapt to an unusual school environment. What is important to teach children to help them with the transition to a new life stage?

1. Teach your child to manage emotions and think positively.

The ability to control emotions such as anger, anger or resentment will save the child from rash acts or words. Explain to your child that there are many problems. But if you think positively, it will be easier to look at the situation from the other side and find the right way out.

Approach the issue consciously: simulate different life situations and help the child figure out together how to act in this or that case.

2. Train your attention and ability to concentrate.

Teach your child to always finish what they start. Give him tasks that can be realistically completed within half an hour. Choose not only favorite things, but also those where the child can resist. If you managed to focus on the task at hand for at least 20 minutes and bring it to the result, you did it.

3. Cultivate responsibility and develop willpower.

Learn to dream, set goals and achieve them, despite the difficulties. First, help with external stimuli, but explain that the strongest motivation is his own.

Give your child adult tasks. Let him have his own list of fixed chores around the house: water the flowers or wipe the dust, walk or feed the pet.

3. Intellectual development

Reading, writing, counting and solving simple mathematical problems will be taught to the child at school. The most valuable thing that parents can do for their children is to teach them to think correctly, reason, analyze information and see the main thing.

What exactly needs to be done?

1. Ignite cognitive interest and encourage learning new things: in books, videos, at home and on a walk. Organize a variety of leisure activities for your child so that they understand how much new and interesting things are in the world that they have to learn about.

2. Develop speech and communication skills. Teach your child to find a common language with peers and adults. It is important to teach the ability to listen, argue your point of view and enjoy the very process of communication.

3. Develop logical thinking. The child will learn to solve typical problems in mathematics lessons. But in order for him to successfully cope with tasks with an asterisk and everyday tasks, one cannot do without the ability to reason and think outside the box. These abilities can and should be trained.

How?

Where to look for tasks?

10 years ago, only collections and children's magazines came to mind. Now much more high-quality interesting materials can be found on the Internet. But how not to get lost in this ocean of developing tasks?

To estimate the approximate level of a child's intellectual readiness for school, check out a small selection of math problems for preschoolers from LogicLike or start classes on the site.

Sections: Working with preschoolers

Introduction.

The most important task facing the system of preschool education is the comprehensive development of the child's personality and the preparation of children for school.

Preparing children for school is not a new problem in itself, it was given great importance, since preschool institutions have all the conditions to solve this problem. Back in the fifties and sixties, the issues of preparing children for school were considered in practice rather narrowly and were reduced to the assimilation of knowledge from the field of the formation of elementary mathematical representations, teaching literacy. However, the actualization of the issues of preparing children for school is due to the fact that the elementary school has switched to a four-year term of study, which required cardinal changes in the organization of continuity in the work of the kindergarten and school.

For the first time, the concept of continuity between kindergarten and school was discovered by Academician A. V. Zaporozhets, as a broad concept associated not only with the coordination of the work of kindergarten and school, "but as ensuring the continuity of the levels of development of children of senior preschool age and primary school age, that is, issues of versatile development.

This work was further continued in the studies of such psychologists as Elkonin D. B., Davydov. V., Poddyakov N.N. and others. And among teachers, this work was reflected in the studies of Nechaeva V.G., Markova T.A., Bure R.S., Taruntayeva T.V.

What is meant by the concept of "children's readiness for learning" in school "? First of all, not individual knowledge and skills are understood, but their specific set, in which all the main elements must be present, although the level of their development may be different. What are the components included in the set of "school readiness"? First of all, this is motivational, personal readiness, which includes the "internal position of the student", volitional readiness, intellectual readiness, as well as a sufficient level of development of visual-motor coordination, physical readiness.! an integral part is a versatile education, including: mental, moral, aesthetic and labor.

Main part.

Kindergarten and school as important institutions in a child's life.

E.E. Kravtsova noted the following: “Preparing children for school is a complex, multifaceted task, covering all spheres of a child’s life.” Psychological readiness for school is only one of the aspects of this task, although it is extremely important and significant. However, within one aspect, there are different approaches that can be distinguished. Given all the diversity and diversity of ongoing research in this area, she singled out and outlined several basic approaches to this problem.

The first approach can include all research aimed at developing in preschool children certain skills and abilities necessary for learning at school. This approach has received a powerful development in psychology and pedagogy in connection with the question of the possibility of learning at school from an earlier age.

Studies in this area have established that children of five to six years old have significantly more intellectual, mental and physical abilities than expected, which makes it possible to transfer part of the first grade program to the preparatory groups of kindergartens.

The works that can be attributed to this approach are studies carried out by such authors as T.V. Taruntayeva, L.E. Zhurova, convincingly demonstrate that through the social organization of upbringing and educational work, it is possible to successfully teach children of this age the principles of mathematics and literacy, and thereby significantly improve their preparation for schooling.

According to E.E. Kravtsova, the problem of psychological readiness for schooling is not limited to the possibility of developing certain knowledge, skills and abilities in children. It should be noted that all learned preschool content, as a rule, is consistent with their age capabilities, i.e. given in an age-appropriate form. However, the very form of activity in this approach is not the subject of psychological research. Therefore, the question of the possibility of a transition to a new form of activity, which is the core of the problem of psychological readiness for schooling, does not receive proper coverage within the framework of this approach.

The second approach is that, on the one hand, the requirements imposed on the child by the school are determined, and on the other hand, neoplasms and changes in the child's psyche that are observed by the end of preschool age are studied.

L.I. Bozhovich notes: ... the carefree pastime of a preschooler is replaced by a life full of worries and responsibility - he must go to school, study those subjects that are determined by the school curriculum, do what the teacher requires in the lesson; he must strictly follow the school regime, obey the school rules, achieve a good assimilation of the knowledge and skills laid down in the program. At the same time, she singles out such neoplasms in the child's psyche that exist in accordance with the requirements of the modern school.

Thus, a child entering school must have a certain level of development of cognitive interests, a readiness to change his social position, a desire to learn; in addition, he should have indirect motivation, internal ethical instances, self-esteem. The totality of these psychological properties and qualities, according to scientists, is the psychological readiness for schooling.

It should be noted that schooling and learning activities are far from unambiguous concepts. With the modern organization of school life, learning activities, as V.V. Davydov and D.B. Elkonin point out, do not develop for all students, and mastery of educational activities often occurs outside the framework of school education. Traditional forms of schooling have been repeatedly criticized by many Soviet psychologists. Therefore, the problem of psychological readiness for schooling should be understood as the presence of prerequisites and sources of educational activity in preschool age. Accounting for the named provision is a distinctive feature of the third selected approach. Its essence lies in the fact that in the works belonging to this direction, the genesis of individual components of educational activity is investigated and the ways of their formation in specially organized training sessions are revealed.

In special studies, it was revealed that children who underwent experimental training (drawing, modeling, appliqué, design) developed such elements of educational activity as the ability to act according to a model, the ability to listen and follow instructions, the ability to evaluate both their own work and the work of other children . Thus, the children formed a psychological readiness for schooling.

Considering educational activity from the point of view of its origin and development, it should be borne in mind that its source is only a single, holistic psychological formation that generates all components of educational activity in their specificity and interconnection.

The works related by E.E. Kravtsova to the fourth approach, which seems to be the most interesting in terms of the problem of psychological readiness for school, are devoted to the identification of a single psychological neoplasm that lies at the origins of educational activity. This approach corresponds to the study of D.B. Elkonin and E.M. Bokhorsky. The hypothesis of the authors was that the neoplasm, in which the essence of psychological readiness for schooling is concentrated, is the ability to obey the rules and requirements of an adult. The authors used a modified method of K. Levin, aimed at identifying the level of satiety. The child was given the task of moving a very large number of matches from one pile to another, and the rule was that only one match could be taken. It was assumed that if a child has formed a psychological readiness for schooling, then he will be able to cope with the task in spite of satiety and even in the absence of an adult.

The problem of a child's readiness for schooling today is quite acute. For a long time it was believed that the criterion for a child's readiness for learning is the level of his mental development. L.S. Vygotsky was one of the first to formulate the idea that readiness for schooling lies not so much in the quantitative stock of representations as in the level of development of cognitive processes. According to L.S. Vygotsky, to be ready for schooling means, first of all, to generalize and differentiate objects and phenomena of the surrounding world in the appropriate categories.

The concepts of readiness for schooling as a set of qualities that form the ability to learn were followed by A.N. Leontiev, V.S. Mukhina, AA. Lublin. They include in the concept of readiness for learning the child's understanding of the meaning of educational tasks, their difference from practical ones, awareness of the ways of performing an action, skills of self-control and self-esteem, development of volitional qualities, the ability to observe, listen, remember, achieve the solution of tasks.

There are three main lines along which preparation for school should be carried out:

First, it is a general development. By the time the child becomes a schoolboy, his general development should reach a certain level. It is primarily about the development of memory, attention and especially intelligence. And here we are interested in both the stock of knowledge and ideas that he has, and the ability, as psychologists say, to act in the inner plane, or, in other words, to perform certain actions in the mind;

Secondly, it is the education of the ability to voluntarily manage oneself. A preschool child has a vivid perception, easily switched attention and a good memory, but he still does not know how to manage them arbitrarily. He can remember for a long time and in detail some event or conversation of adults, perhaps not intended for his ears, if something attracted his attention. But it is difficult for him to concentrate for any long time on something that does not arouse his immediate interest. Meanwhile, this skill is absolutely necessary to develop by the time you enter school. As well as the ability of a broader plan - to do not only what you want, but also what you need, although, perhaps, you don’t really want to or even don’t want to at all;

Thirdly, the formation of motives that encourage learning. This does not mean the natural interest that preschool children show in school. It is about cultivating a real and deep motivation that can become an incentive for their desire to acquire knowledge. The formation of motives for learning and a positive attitude towards school is one of the most important tasks of the teaching staff of the kindergarten and the family in preparing children for school.
The work of a kindergarten teacher in shaping the motives for learning and a positive attitude towards school in children is aimed at solving three main tasks:

1. the formation of correct ideas about school and teaching in children;
2. formation of a positive emotional attitude towards school;
3. formation of learning experience.

To solve these problems, I use various forms and methods of work: excursions to the school, conversations about the school, reading stories and learning school poems, looking at pictures reflecting school life and talking about them, drawing the school and playing school.

So, a kindergarten is an institution for the public education of preschool children and is the first link in the general system of public education.

Children are admitted to the kindergarten at the request of their parents. Objective: to help the family in raising children.

In kindergarten, children under the age of 3 are in the care of educators (persons with special education); children from 3 to 7 years old are brought up by teachers with special pedagogical education. The head of the kindergarten has a higher pedagogical education and experience in educational work.

Each kindergarten is closely connected with the families of children. Educators promote pedagogical knowledge among parents.

Children gradually develop elementary skills of educational activity: the ability to listen and understand the teacher's explanations, act according to his instructions, complete the work, etc. Such skills are also developed during excursions to the park, to the forest, along the streets of the city, etc. On excursions, children are taught to observe nature, they bring up love for nature, for the work of people. Children spend time after classes outdoors: playing, running, playing in the sandbox. At 12 o'clock - lunch, and then 1.5 - 2 hours - sleep. After sleep, the children play on their own or, at their request, the teacher organizes games, shows filmstrips, reads books, etc. After an afternoon snack or dinner, before going home, the children walk in the air.

The new tasks facing the preschool institution require its openness, close cooperation and interaction with other social institutions that help it solve educational problems. In the new century, the kindergarten is gradually turning into an open educational system: on the one hand, the pedagogical process of a preschool institution becomes freer, more flexible, differentiated, humane on the part of the teaching staff, on the other hand, teachers are guided by cooperation and interaction with parents and the nearest social institutions.

Cooperation involves communication on an equal footing, where no one has the privilege to specify, control, evaluate. Interaction is a way of organizing joint activities of different parties in an open environment.

T.I. Alexandrova highlights the internal and external relationships of a preschool educational institution. She refers to the internal cooperation of pupils, parents and teachers. To the external - partnership with the state, school, universities, cultural centers, medical institutions, sports organizations, etc., ensuring the holistic development of a child of preschool age.

Thus, we can conclude that kindergarten plays a huge role in the development of a child's personality. A preschooler, in the normal operation of the institution, the child develops comprehensively and is ready for a further stage of development in his life, ready for schooling.

There are different points of view on the definition of the concept of "school".

The school is an educational institution. Some theorists of pedagogy focus on the development of personality in school, and the school itself is considered as “preparation for adulthood”, other specialists emphasize the educational functions of the school, a number of teachers consider the educational aspects to be the main ones in the school. In reality, the school combines many functions, including those on which the above points of view focus their attention.

There is also a large number of very different classifications of types and kinds of schools. Schools can be maintained at the expense of the state or private individuals and organizations (private schools, non-state educational institutions). According to the nature of the reported knowledge, schools are divided into general education and professional (special); according to the level of education provided - for primary, incomplete secondary, secondary, higher; by gender of students - for male, female, co-education. According to various principles of organizing education and training, the following are distinguished: a single school, a labor school (its subspecies is an illustrative school). For children who do not have the conditions for a normal existence and upbringing, boarding schools are being created, for children in need of treatment, sanatorium-forest schools, etc.

Throughout the history of mankind, one of the main issues of pedagogy has been the interaction of “school and life”. Already in primitive society, in preparation for initiation, the main features of the formal school, as it has survived to the present day, are visible: it complements spontaneous, natural, in particular family, socialization. In everyday life, for a growing person to acquire the qualities necessary for him and the community, only practical demonstration and imitation is not enough. To achieve these goals, it is also necessary to communicate and assimilate concentrated, specially selected knowledge; exercises are needed to master complex skills. The selection of the content of school education is determined by its goals and principles, i.e. suggests a meaningful plan or program of education. Education is carried out in the school as an institution that provides contact, communication of a relatively small number of more perfect and experienced people (teachers, educators) with many less perfect and experienced people (students, educators). The content of education is communicated and assimilated through the special interaction of teachers and students - teaching and learning. School education is recognized as successful when it ends with a public demonstration of acquired knowledge and skills - exams.

The tasks of the school are diverse and one can talk about them for a long time. Fomina V.P. sees the most important task of the school in increasing the efficiency of the work of the teaching staff. The clarity of the organization of the educational process and labor protection make it possible to successfully solve the task. It is also important that there be a normal distribution of the load of mental and physical labor, both teachers and students.

So, the school to this day remains an important institution for the socialization of the child, it is here that the “foundation” is laid that will be necessary, and which the child will remember all his life. No wonder they say that school years are the brightest years. Teachers, in turn, have a huge responsibility (no less than parental) for the future of their pupils, they become their second parents and are fully responsible for their safety, including moral.

Thus, from all of the above, we can draw the following conclusions: kindergarten and school are integral parts of the life of every person.

Kindergarten and school are important institutions of socialization in a child's life. In these institutions, the child spends most of his life (almost 18 years), here he receives the largest amount of information, here he gets acquainted with the society of adults, children, peers, with the rules, norms, sanctions, traditions, customs adopted in a particular society. It is in these institutions that the child gets a huge social experience. The child learns to explore the world first together with an adult, and then independently. He makes mistakes, learns from his own mistakes, and since he is in society, he learns from the mistakes of others, also adopting their experience. This is precisely the main goal of these institutions - not to let the child get lost in the society of people, to help him adapt, to push him to independent ways of solving his problems, while not allowing him to be alone with his fears and self-doubt. The child should know that he is not alone in this world, that, if anything, there are people nearby who will help him. That is, it is necessary to convey to the child that “the world is not without good people”, while he must be prepared for failures, because not everything in life develops the way we want. This is a very difficult task, which is why specialists in this field work with children, which is why complex work is necessary for the productive activities of these institutions. After all, when a person, for example, catches a cold, not one doctor works with him, but several at once. So here, only together with the family, society as a whole, the city administration, the state, etc. we will achieve the success we are striving for. It is not necessary to put everything on teachers and educators.

Joint activities of kindergarten and school in work.

Having considered the kindergarten and school, we need to find out how they help the younger student directly. After all, this is the age when the child has just recently graduated from kindergarten and has not yet got used to it, does not know the new rules, the new place, the society of the school. We need to find out how the school solves these problems (if so) and how the kindergarten helps it in this. We are talking about the continuity of education in these institutions.

T.P. Sokolova speaks about this very clearly. The implementation of the principle of continuity between preschool and primary school education is carried out through the coordination of the activities of the teaching staff of the kindergarten and school.

Continuity ensures continuity of development based on the synthesis of the most significant of the stages already passed, new components of the present and future in the development of the child, as Kudryavtseva E.A. says. She also considers several perspectives on the continuity of preschool and primary education. Some scientists believe that succession should be understood as an internal organic connection of general physical and spiritual development on the border of preschool and school childhood, internal preparation for the transition from one stage of development to another. Continuity is characterized by them from the side of the dynamics of the development of children, the organization and implementation of the pedagogical process itself.

Other scientists consider the relationship in the content of the educational process to be the main component of continuity. Some characterize continuity in the forms and methods of teaching.

There are studies where succession is considered through the readiness of children to study at school and adaptation to new living conditions, through promising connections between age lines of development. The authors note that the pedagogical process is an integral system, therefore, continuity should be carried out in all directions, including goals, content, forms, methods, and be realized through the interaction of all professional levels, including the work of a kindergarten teacher, a school teacher, a psychologist of a preschool institution, a psychologist schools, etc.

In 1996, the collegium of the Ministry of Education of the Russian Federation for the first time registered continuity as the main condition for lifelong education, and the idea of the priority of personal development as the leading principle of continuity at the stages of preschool - primary school education.

New approaches to the development of continuity between preschool and primary education in modern conditions are reflected in the content of the Concept of Lifelong Education. This strategic document reveals the prospects for the development of preschool - primary education, for the first time the continuity between preschool and primary general education is considered at the level of goals, objectives and principles for selecting the content of lifelong education for children of preschool and primary school age; the psychological and pedagogical conditions under which the implementation of continuous education at these stages of childhood proceeds most effectively are determined. The concept proclaims the rejection of the dictates of primary school education in relation to preschool education, affirms the individualization and differentiation of education, the creation of such an educational and developmental environment where each child feels comfortable and can develop in accordance with their age characteristics.

Today, the existing programs of preschool education are being reviewed in order to exclude from them the repetition of part of the educational material studied at school. Along with this, the development of diagnostic methods serving the continuity of preschool and primary school education is organized.

The concept of continuous education is focused on the relationship between preschool and primary education and involves the solution of the following priority tasks at the stage of childhood:

introducing children to the values of a healthy lifestyle;
ensuring the emotional well-being of each child, the development of his positive worldview;
development of initiative, curiosity, arbitrariness, ability to creative self-expression;
stimulation of communicative, cognitive, playful and other activity of children in various activities;
development of competence in the sphere of relations to the world, people, oneself; inclusion of children in various forms of cooperation (with adults and children of different ages);
formation of readiness for active interaction with the outside world (emotional, intellectual, communicative, business, etc.);
development of the desire and ability to learn, the formation of readiness for education in the main part of the school and self-education;
development of initiative, independence, cooperation skills in various activities;
improving the achievements of preschool development (throughout the entire primary education);
special assistance for the development of qualities that were not formed in preschool childhood;
individualization of the learning process, especially in cases of advanced development or lagging behind.

Modern transformations are aimed at improving the development of children in preschool institutions and ensuring the continuity of preschool and primary school education. In particular, the transformations relate to changes in the content and methods of work, the existing forms of interconnection between kindergarten and school. One of the directions of the relationship between the two educational levels is the provision of high-quality psychological and pedagogical support, which allows not only to overcome the difficulties that arise in the learning process, but also to prevent them. These most important tasks can be successfully solved in the conditions of versatile interaction between the kindergarten and other educational structures, if the preschool institution acts as an open educational system ready for dialogue with the school and the public.

In the practice of many preschool institutions and schools, productive forms of cooperation have developed, the implementation of programs and plans to prepare preschoolers for systematic schooling. Very effective are such forms of interaction between the kindergarten teacher and the teacher as mutual acquaintance with the programs, attending open lessons and classes, familiarization with the methods and forms of work, thematic conversations about the age-related characteristics of the child's development. The links between the kindergarten, school, other institutions, and family are also very important:

cooperation with the methodical office;
joint participation in pedagogical councils and seminars;
visiting children of the preparatory group of the kindergarten of the first grade;
cooperation with the family through interaction with the parent committee;
cooperation with psychological and pedagogical consultation and medical workers.

These types of work are focused on ensuring the natural transition of a preschooler from kindergarten to school, pedagogical support for a new social situation, assistance in socialization, assistance to the family in cooperation with the child, when the child enters school.

The kindergarten teacher and the school teacher introduce each other to the specifics of planning educational work in kindergarten and thematic lesson plans at school. This determines the necessary level of development that the child must reach by the end of preschool age, the amount of knowledge and skills that he needs to master reading, writing and mathematical knowledge.

A visit by a teacher to lessons at school, and by a teacher - classes in kindergarten allows you to get acquainted with the situation and organization of the life and education of the child, exchange experiences, find the best methods, techniques and forms of work. So, based on the analysis of open lessons, kindergarten teachers can offer first grade teachers ways to use game methods and visual aids in teaching, contributing to a closer educational and methodological continuity between kindergarten and school. Teachers during such visits can exchange information about pedagogical innovations in the periodical press.

In the process of analyzing the results of joint activities, mutual agreements are reached on the most fruitful forms of cooperation that allow teachers to inform each other about the progress of children, difficulties in their upbringing and education, the situation in the family, etc. The teacher watches the child for a long time, he can give the teacher detailed information about his personality, qualities, level of development, state of health, interests, individual characteristics, character and temperament. He can also give recommendations on the choice of ways of an individual approach to a new student and his family. Teachers and educators can also develop joint programs, forms and ways of working with families whose children have problems in developing socialization skills.

Forms of experience exchange between older preschoolers and students in the first grade are very important. The kindergarten, together with the school, organizes various events where kindergarten pupils and students meet. Such meetings actualize their curiosity, increase their interest in school and social phenomena. Future first-graders learn from schoolchildren how to behave, manners of conversation, free communication, and schoolchildren learn to take care of their younger comrades.

So, making a conclusion on all of the above, we can say that the school and the kindergarten are two adjacent links in the education system, and their task is to provide high-quality psychological and pedagogical support, which allows not only to overcome the difficulties that a child has, but also to ensure their prevention. . Here, it is important to organize timely assistance from medical workers and a children's clinic, corrective and psychological assistance to a kindergarten and school, mobilize efforts and, of course, understanding and cooperation with parents, with the child's family, which is a direct link in working with children. The multifaceted nature of the problem of continuity between kindergarten and school requires a constructive dialogue of all interested social and administrative groups and structures.

Program:

In our time, the problem of the continuity of preschool and primary education is very acute, i.e. joint activities of the kindergarten and the school, as helping the younger student in overcoming problems in socialization, as well as helping the preschooler in overcoming problems when entering school. On the one hand, the state wants the school to produce a comprehensively developed personality, ready for a full-fledged existence in society, on the other hand, as soon as a child enters school, he must forget about kindergarten and “survive” in the new conditions, and here problems arise and with the communication of the child, and with getting used to, and with familiarization with the new environment, new rules and norms.

Purpose: assistance in organizing joint activities of the kindergarten and school within the framework of the family socialization of the younger student.

creation of conditions for the integrated implementation of successive tasks;
ensuring the high quality of the educational process through the improvement of pedagogical skills and the level of scientific and theoretical competence of kindergarten and school teachers;
formation of the readiness of a preschool child to study at school;
helping the family to prepare for the new situation that arises when the child enters school.

Line of business:

1. methodical work with teachers and educators;
2. work with children;
3. work with parents.

Criteria for evaluation:

analysis of the results of the educational process;
diagnostics of the level of readiness of a preschool child to study at school;
monitoring children of primary school age to identify developmental problems, including family ones;
work with parents (questionnaires, conversation, cooperation) to identify the microclimate within the family.

Expected results:

1. joint work of kindergarten and school;
2. the readiness of a preschool child for school;
3. full or partial overcoming by a child of primary school age of problems in a new social situation;
4. cooperation of parents with school teachers and kindergarten teachers.

Logistics and staffing:

1) Psychologists of kindergarten and school;
2) Educators and teachers;
3) teacher organizer;
4) parents;
5) school and kindergarten administration.

Grid plan:

№	Event	Month	Responsible
1.	Diagnosis of the initial level of development of preschool children and younger schoolchildren.	September	Teachers-psychologists of kindergarten and school.
2.	Discussion of the succession work plan.	October	School and kindergarten administration, teachers and educators.
3.	Methodological meetings of primary school teachers and kindergarten teachers.	november	Teachers and educators.
4.	Open classes for parents; New Year's fairy tale at school.	December	Teachers, educators and parents, teacher-organizer, preschool children and Jr. pupils
5.	Open day in kindergarten and school.	January–April	Parents are educators.
6.	Consultations-workshops for parents of future first-graders.	February–May	Parents, teachers, educational psychologists.
7.	Excursions of preschool children to school, and younger students spend a holiday in the kindergarten "March 8".	March	Teachers, educators, teacher-organizer.
8.	Participation of children in graduation matinees in kindergarten and school.	April May	Children, teacher-organizer, teachers and educators.
9.	Parent meeting “How ready are our graduates for school”; diagnostics ml. schoolchildren “How do you like school”, analysis of the past academic year.	May	Parents, educational psychologists, school and kindergarten administration.
	Meetings of methodical association; diagnostics of children's readiness for schooling, school of the future first-grader, work analysis.	During a year	School and kindergarten administration, educational psychologists, teachers and educators.

So, we examined the essence of the process of socialization in kindergarten and school and how they help the family and the child as a whole.

1) as expected, kindergarten and school are the most important institutions of the child's socialization, but they are not the main ones, because the family is still the first and most important institution of the socialization of the individual. After all, it is here that the “foundation” of knowledge and skills is laid, which will be useful throughout life. Kindergarten and school play an important role in the development of the child's personality, but only based on the knowledge laid down earlier.

2) education is very important for a developing personality, but it will not be productive if it is directed at one thing or if it is carried out out of time or for everyone equally. To solve these problems, there is a certain program, both at school and in kindergarten, which is responsible for the comprehensive development of the individual, as well as for individual differentiated education and upbringing of children. It is here that it is necessary to say about the continuity of preschool and primary education.

A kindergarten and a school are two institutions where children are educated and brought up, but the age of the children is different. Since our work considers the age of a primary school student, and a child at this age still remembers what he was taught in kindergarten and it is difficult for him to switch to new social conditions, we see a close connection between these two institutions. This connection, or in other words cooperation, is necessary both for the development of preschool children and for younger students in the first year of schooling.

Conclusion.

Based on the work done, the following conclusions can be drawn:

1) the goal set by us was achieved, the tasks were completed, and the hypothesis was proved;
2) we considered such concepts as “socialization”, “family socialization”, “primary school age”;
3) we got acquainted in detail with such institutions as kindergarten and school, learned that they can interact and at the same time solve many problems that arise both for teachers and parents when interacting with the child, and for the child himself when preparing and entering school.

Socialization in a person's life is a necessary process of his development, it affects the moral, psychological, communicative, intellectual components of his personality. If we exclude this process from the stages of human development, then there would be no such thing as “society” in the world, a person would be primitive in his needs, desires and interests, and in general, humanity would not develop, but would be at one stage of development - primitive .

Family socialization is one of the types of socialization that a child encounters in the first years of his life.

The family is the first "society" a child enters. Here he adopts the first skills of survival, communication, here the child learns from his mistakes and learns from the experience of his elders. In the family, the child learns what he will need in the future.

A kindergarten is an institution where a child goes immediately after being raised in a family, but at the same time, parents do not stop studying with the child at home. Getting into kindergarten, the child has to adapt to new conditions, to a new society, to new rules of behavior. It reflects very clearly what the child was taught in the family, what is not. The child projects relationships in the family onto relationships with the guys from the group.

A school is an institution that a child enters after kindergarten. Here the same situation arises: a new team, new rules. But a number of other problems also arise here: it is the child's inability to quickly switch from kindergarten to the schoolchild's lifestyle; these may be problems that have not been resolved in the family and kindergarten at any stage of development.

Kindergarten and school are institutions where the child develops and through their interaction it is possible to solve a number of problems that parents, teachers, educators and the children themselves face. With the interaction of these two institutions, a wonderful union can develop, and the child will feel comfortable (during individual work) when the teacher knows the approach to everyone, knowing their individual characteristics. Also, the school, through cooperation with the kindergarten, can actively work with parents, because the kindergarten interacts very closely with parents and there is a Parents' Committee.

The cooperation of these three institutions of socialization (family, kindergarten and school) is necessary for the full development of the individual.

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