Experience of interaction between our kindergarten and school. Forms and methods of organizing interaction between preschool educational institutions and schools

Topic: “I’ll go to school soon”

Completed by: Guseva N.E.

teacher of MBDOU No. 36

Yelabuga

Children's age: Preparatory to school age 6-7 years

Project type: Information-oriented,

Performers:

Preparatory group teacher;

Teachers primary classes;

Musical director;

Educational psychologist;

Parents;

Children.

Duration of project activity: Medium-term project – 2 months,

Target: Formation of a positive attitude of children towards the upcoming schooling, personal qualities, adequate self-esteem and psychological readiness in general.

Tasks:

Ensure the emotional well-being of each child, strengthening the mental health of the preschooler;

To form in children and parents a positive attitude towards school, including in the holistic pedagogical process, diverse forms of joint activities;

To develop in children the prerequisites for educational activities: communication and behavioral skills, cognitive processes, adequate self-esteem, contributing to the acceptance of new social position"schoolboy";

Promote cooperation, organize the continuity of the preschool educational institution with the school, familiarize yourself with the school and the profession of a teacher;

To increase the level of competence of parents on the issue of developing a child’s psychological readiness for school by developing a set of events, meetings, and recommendations for parents in this direction.

Creating a subject-development environment to familiarize children with school.

Problem.

We live in the 21st century, in which the very high demands of life in organizing the upbringing and education of children force us to look for new, more effective psychological and pedagogical approaches and teaching methods.An important task of any educational institution is the diversified development of the personality of each child and his social adaptation in society.How well the child is prepared for school and what his mental health is will determine the success of his adaptation and entry into the routine. school life, his academic success, his psychological well-being.

A significant number of children, despite their “passport” age and the “school” skills and abilities they have, experience great difficulties in learning. The main reason for their failure is that they are still small “psychologically,” that is, they are not ready for the school type of education. The very logic of life dictates that it is necessary to develop criteria and indicators of children’s psychological readiness for school, and not focus only on the physical or passport age of children.

Currently in the system preschool education changes are happening. With the introduction of the Federal State Educational Standard in preschool education, the target guidelines involve the formation in preschool children of prerequisites for educational activity at the stage of completion of preschool education: readiness to take on the role of a student, development of learning motives, the ability to subordinate impulsive desires to consciously set goals, development of moral motives, the ability of critical self-assessment their actions, preference for social ways of assessing their knowledge.

Preparing a child in accordance with these requirements is the main task of preschool education.

With the introduction of the Federal State Educational Standard, the continuity of preschool education and primary school education becomes especially important; it is necessary to create conditions for continuity kindergarten and schools through various joint activities.

Teachers, parents and children participate in the educational space, therefore, the activities carried out should be focused on all participants in the educational process

Relevance:

Parents play a big role in preparing children for school, but not all of them know how to properly prepare a child for future school life. The main reason for parents' mistakes when preparing children for school is the insufficient level of educational culture of the family. Most teachers and parents pay attention to the child’s intellectual readiness for school. However, the high level of intellectual development of children does not always coincide with their personal readiness for school; Children have not formed a positive attitude towards the new way of life, upcoming changes in conditions, rules, requirements, which is an indicator of their attitude towards school. One of the main components of psychological readiness for school is motivational readiness for school. Motivational readiness for learning at school includes the child’s developed need for knowledge, skills, as well as the desire to improve them. Motivational readiness for school is a prerequisite for the child’s successful adaptation to school, his adoption of the “position of a schoolchild”

Thus, the need for psychological preparation of a preschooler for studying at school becomes urgent, and it is important to carry out a system of measures that contribute to the formation of the “internal position of schoolchildren.” This means that there is a need to organize events that prepare children for school.

Stages of work:

Preparatory stage:

Purpose this stage is to create conditions for the implementation of the chosen topic. The preparatory stage is conditionally divided into blocks and includes:
Gathering information on this topic.
Study of parental requests, their competence on this topic.
Development of a long-term plan and drawing up notes on joint activities of the teacher with children, as well as with parents
Selection of material (game and methodological).

Conduct a survey of children.

Select methodological, popular science and fiction literature, illustrated material, toys, attributes for gaming and theatrical activitiesto prepare children for school

Main stage:

The content of the work is structured according to the blocks of the pedagogical process:
1.block – direct educational activities.
2.block – joint activities of the teacher with children (conversations, reading fiction, games).
3. block – free independent activity.
4. block – interaction with parents (questionnaires, conversations, individual consultations, etc.)

Final stage:

It includes a diagnostic block, the purpose of which is to summarize the work and identify the results

Excursion to school.

Exhibition of works “I am a student” (with the participation of children, parents, teachers)

Joint activities

teacher and children:

Conversation “What will I do at school”“About school, what they teach there”

“We are future first-graders”, “Profession-teacher”

“What will I become when I finish school” and others.

Reading works on the topic “School”

D/game “The Adventures of the Briefcase”

Drawing “Me and school”

Fun together with students of 1st "A" class

Intellectual game "Clever and Clever"

Evening of riddles "Soon to school."

Listening and learning songs and poems about school

Meeting with first-graders (former preschool students)

Role-playing game "Library".

Conversation about the school library.

Exhibition of children's works "I draw a school"

Making attributes for the role-playing game “School”

School excursion

Role-playing game "School"

Independent activities of children:

• Role-playing game “School”, “Family”; "Library".

  Didactic games “Collect a briefcase” and others.

  Planar modeling - compiling scenes from mosaics on the theme of school..

  Reading poems about school

  Making ikebana, bouquets from natural materials for a gift to school.

  Drawing “I draw a school”, “My briefcase”.

  Examination of paintings, illustrations, postcards with school themes.

Interaction with parents:

Questionnaire “Is your child ready for school?”

A survey of parents on their child’s readiness for school.

Design of information stands for parents on preparing children for school:

- “Advice to parents of future first-graders”;

- “Preparing the hand for writing”;

- “How to prepare a child for school”;

- “Formation of voluntary behavior in children of senior preschool age”

- “What a child entering school should know”

Attending classes in preparatory groups at the request of parents

Joint holidays with the participation of parents

Folder “Psychological readiness for school”

Consultations: “The role of the family in the upbringing of the future schoolchild”, “The role of the family in the upbringing of the future schoolchild”.

Conversations between parents and primary school teachers on pre-school preparation.

Parent meeting “Child on the threshold of school”

Presentation “Psychological readiness for school”

Round table: “There is a first-grader in the family.”

Making models for children's games, attributes for role-playing games

Making little books with children on the topic of school

Expected result:

We assume that the purposeful, varied work of a teacher with children and their parents will lead to positive dynamics in the following indicators:

The level of psychological preparation of 7-year-old children for school will increase, personal and motivational readiness for school will be formed;

The level of development of personal qualities of preschoolers (curiosity, initiative, volition, etc.) will increase.. Preschoolers will be more active in learning new things, confident in their strengths and capabilities.

The level of parental competence on the issue of developing the child’s psychological readiness for school will increase, as well as the level of active participation of parents in the educational process;

The fear of future entry into school will disappear and the transition from kindergarten to school and adaptation to school conditions will be natural and painless for children.

All of the above will lead to successful schooling.

“Being ready for school does not mean being able to read, write and do math.

To be ready for school means to be ready to teach it all.”

(Wenger L.A.)

Olga Stefanova
Forms of cooperation between a preschool educational institution and a school on issues of continuity

Forms of cooperation between a preschool educational institution and a school on issues of continuity.

Currently, the need to preserve continuity and integrity of educational sphere is one of the most important development priorities education in Russia.

The key point in implementation continuity is, as is known, determining a child’s readiness for learning in school. Preparing for school is one of the components of the software continuity between preschoolers and school education systems.

Means of support continuity are pedagogical technologies of continuous education, which necessarily include the grounds continuity(development of curiosity, abilities, creative imagination). Teaching children preschool age is built on the basis of age-specific activities (game, drawing, design, etc.) within the framework of which, by the age of 6-7 years, the formation of prerequisites for educational activities occurs.

Admission to school and the initial period of training cause restructuring image life and activities of the child. The main thing a child needs is positive motivation to learn. The child perceives school is like just another game, which may turn out to be not at all so attractive if it does not turn into educational cooperation with the teacher and peers.

Educational activities require a certain amount of knowledge about the world around us, formation elementary concepts. The child must be able to generalize and differentiate objects and phenomena of the surrounding world, plan his activities, and exercise self-control. Equally important are the skills of verbal communication with peers and adults, as well as sufficiently developed fine motor skills.

But full-fledged educational activities can be form only based on the game. "Unfinished business" is a serious problem in the lives of 6-7 year old children. To successfully enter school life, role-playing is important for mastering the necessary social experience. In the game is being formed the ability to use speech, the ability to negotiate (establish rules, distribute roles, the ability to manage and be controlled. The child actively masters "World of Things" And "World of People". All this is necessary for a future first-grader.

Implementation mechanism continuity, its components function with the help of certain forms and methods, implemented in the process of specially organized activities of the administration, teachers of preschool educational institutions, primary school teachers to create conditions for the effective and painless transition of children to primary school.

Forms of succession can be varied and their choice is determined by the degree of relationship, style, content of the relationship educational institutions. Usually, at the beginning of the year, teachers draw up a joint plan, the purpose of which is to specify the work on three main directions:

1. Working with children:

Excursions to school;

Visit school museum, libraries;

Acquaintance and interaction preschoolers with primary school teachers and students schools;

Participation in joint educational activities , game programs;

Exhibitions of drawings and crafts;

Meetings and conversations with former kindergarten students (primary and secondary students schools) ;

Joint holidays (Knowledge Day, initiation into first graders, kindergarten graduation, etc.) and sports competitions preschoolers and first graders;

Participation in theatrical activities;

Visit preschoolers adaptation course of classes organized at school(classes with a psychologist).

2. Interaction between teachers:

Joint teaching councils (DOW and school) ;

Seminars, master classes;

Round tables of preschool teachers and teachers schools;

Conducting diagnostics to determine children’s readiness for school;

Interaction medical workers, preschool psychologists and schools;

Open shows educational activities in preschool educational institutions and open lessons in school;

Pedagogical and psychological observations.

3. Cooperation with parents:

Joint parenting meetings with preschool teachers and teachers schools;

Round tables, discussion meetings, pedagogical "living rooms";

Parent conferences, evenings questions and answers;

Consultations with preschool teachers and schools;

Meetings of parents with future teachers;

Days open doors;

Creative workshops;

Questioning and testing of parents to study the well-being of the family in anticipation of school life of the child and during the period of adaptation to school;

educationally-game trainings and workshops for parents of children preschool age, business games, workshops;

Family evenings, themed leisure activities;

Visual means of communication (poster material, exhibitions, mailbox questions and answers, etc..);

For several years now our preschool mixed age group cooperates with the branch"Zheltukhinskaya secondary school".

Having analyzed all previous work on continuity, we came to the conclusion that, first of all, it is necessary to develop a unified, systematic and consistent work of the two structures, preschool and primary education. We reviewed our work and developed a plan of joint activities, the implementation of which was aimed not at increasing the number of methodological activities, but at improving the quality continuity of connections between preschool and primary education, allowing you to understand the work of each from the inside.

When planning work, we focus on the portrait of the graduate preschool educational institution, which must meet modern requirements for children entering first grade.

The following have become effective in working together: forms of interaction like mutual acquaintance with educational programs for preschool groups and schools, organization of joint pedagogical councils, master classes. Another important, in our opinion, area of ​​work preschool group and school- organization of joint holidays, exhibitions, participation in project activities and other interesting events.

Teachers of the preparatory group attend lessons in mathematics and Russian in the first grade. A teacher who is enrolling first-graders for the next school year attends literacy classes at preschool group. Familiarity with the specifics of work planning in preschool group and thematic lesson plans in school gives teachers the opportunity to exchange experiences, find optimal methods, techniques and forms of work, introduces the environment and organization of life and education of children. This cooperation shapes Teachers’ understanding of the importance of the child’s development process, and not the accumulation of knowledge, helps maintain children’s health and determines the choice of ways to individually approach the future student.

Children from preparatory groups are diagnosed twice during the year. school educational psychologist. First: in September-November - to identify the level of development and build the process of learning and development, taking into account the individual characteristics of children. Second: in April-May - to determine the level achieved. Between diagnostics, the educational psychologist works to correct certain deviations together with educators and parents.

Excursions preschoolers to school The museum and library leave a particularly joyful impression on children. Children learn conditions and traditions school life.

During the year preschoolers attend a club« School future first grader". Where they manage to get used to and love their first teacher.

A good tradition is that on days school holidays, first-graders can remember again preschool childhood, see teachers, play in your group. And, most importantly, to feel that they are remembered in kindergarten, that they are welcome, that they are loved here, that they are interested in their successes and difficulties. On the other hand, children in the preparatory group are happy to meet their older friends, exchange impressions, communicate freely with them, and participate in joint games and activities.

Students schools, in turn, are participants in holidays and events in preschool group, playing the roles of fairy-tale characters.

Throughout the year, our children learn a lot about school, easily navigate the building schools. They go there with pleasure. And we hope that all the work we have done will add up to the system and help our graduates easily adapt and study well.

Cooperation with the school

For several years, the kindergarten has been successfully interacting with the Municipal Educational Institution LOOSH and the Municipal Educational Institution Secondary School, due to the fact that all graduates of the Municipal Preschool Educational Institution study in these schools. The activities of kindergartens and schools are organized on the basis of an agreement and a joint work plan for the academic year. Readiness to study in elementary school presupposes physiological maturity and psychological readiness, readiness to study in basic school - the presence of the ability to learn.

Target cooperation between MDOU and schools is as follows:

To form continuous connections connecting the upbringing and education of children in preschool educational institutions and primary schools into a holistic pedagogical process, to build them on a unified organizational and methodological basis.

Tasks:

· coordinate the goals and objectives of preschool and primary school education;

· to provide conditions for the smooth transition of children from play activities to educational activities, ensuring the preservation and promotion of health, the continuity of the psychophysical development of preschoolers and primary schoolchildren;

· ensure continuity of curricula and programs of preschool and school primary education.

Interaction between preschool educational institutions and schools is carried out according to a jointly developed plan in three areas:

I. Methodical work. On the basis of schools and preschool educational institutions, workshops are held for primary school teachers and educators on various problems: (“Continuity of the formation of universal educational activities(UUD) in preschool educational institutions and primary schools", "Continuity of developmental technologies in preschool educational institutions - primary schools, as the basis for the implementation of second generation standards", "Adaptation of first grade students to school", "Psychological readiness of the child for school"). Seminars include mutual visits to lessons in the first grades and classes in the preparatory group of kindergarten. Teachers who are recruiting the first classes for the next school year attend classes at the preschool educational institution.

School and kindergarten teachers have the opportunity to discuss together pressing problems and adjust your activities: talk about the creative development of each child, how to find the “key” to each, based on his previous life experience. Such meetings allow educators and teachers to improve teaching methods and improve the quality of their work.

II. The next important area of ​​work is working with parents. Parents receive consultations from teachers of future first grades, a psychologist, attend parent-teacher meetings dedicated to issues of the child’s readiness for school and familiarization with the programs and benefits that each teacher uses, attend “Open Days” in schools and the “School of Future First-Graders” together with their children " Thus, every parent is familiar with the teachers of future first grades, has an idea about the school and educational school programs, i.e. can make a choice.

III. Working with children. MDOU children get to know their teachers, go on excursions and attend holidays and leisure activities at school, and study at the “School of Future First-Graders.” Adaptation classes allow you to overcome the consequences of a child’s negative experience of communicating with society and imply easier adaptation to school conditions. When children are released from preschool educational institutions, individual cards are filled out, which reflect the parameters of the child’s physical and mental development, his interests and inclinations, and recommendations from specialists are offered.

Joint work to form the prerequisites for educational activities in children contributes to:

Creating and improving favorable conditions to ensure the personal development of the child, strengthening mental and physical health; formation of social and moral norms and readiness for schooling;

Improving the forms of organization of the educational process and teaching methods in preschool educational institutions and primary schools.

Ensuring more successful adaptation of children to learning in primary school, preserving the desire of preschoolers to learn and develop.

Plan for joint work of MDOU No. 5 with schools

1. Public preschool institutions carry out broad program educational work to prepare children for school. Preparing children for school should be comprehensive and begin long before entering school, first of all, with the family and preschool institution.

The purpose and objectives of public preschool education /family, preschool educational institution, school/ are determined by the general goals of education, taking into account the specifics of the age of children. Thus, the importance of continuity in the work of preschool educational institutions and schools:

· A condition for the successful implementation of the task of preparing children for school.

· creating conditions for the implementation in the pedagogical process of a unified, dynamic and promising system of education and training, which ensures the formation of personality.

· bringing the conditions of education and training closer together, due to which the transition to new conditions of education is carried out with the least psychological difficulties.

· natural entry of children into new conditions, which helps to increase the effectiveness of learning from the first days of school.

2. So, the condition for the successful implementation of the task of preparing children for school is the presence of continuity in the work of the kindergarten and school - a meaningful, two-way connection, which presupposes, on the one hand, the focus of educational work in kindergartens, taking into account school requirements, and on the other hand, the teacher’s reliance on the level of development of older preschoolers.

Work to establish continuity with the school has the following directions: content, methods, forms of education.

The condition for continuity in methods and forms is the unity of their focus on ensuring consciousness, solid assimilation of knowledge, development of mental abilities and creative activity, both at school and in kindergartens.

The general features of the lesson and lesson should be:

1. programmatic content;

2. clearly organized time regulation;

3. the leadership role of the teacher;

4. use of scientifically based methods and techniques.

Continuity of pedagogical requirements and educational conditions is also necessary. After all, the forms of behavior, moral ideas and feelings acquired by preschoolers are the foundation of new forms of moral consciousness in primary school. The school, in turn, creates conditions for further education:

1. the school creates the necessary conditions for the further qualitative development of collectivism.

2. At school, high civic feelings are formed /patriotism, sense of duty/.

3. Work on aesthetic education continues at school.

4. in the educational process of the school there is a continuous development of all aspects of the personality

Thus, the focus of the entire pedagogical process in preschool and school on the comprehensive development of the child’s personality is a fundamental condition for achieving continuity.

Teachers draw up a single joint plan, the purpose of which is to concretize the work in these areas: 2 parts - the content of the joint work of the educator and teacher; introducing children to school.

Forms of organizing joint work between educators and teachers can be:

· Visits to kindergartens, schools

· Participation in pedagogical councils

· Mutual consultation

· Joint holding of parent-teacher meetings

· Organization of conferences

· Study of education and training programs, etc.

includes motivational readiness in the child’s desire to learn, the desire to be a schoolchild, a certain level of volitional and social development.

Special readiness is an addition to general readiness, determined by the presence of special zones.

4. One of the most important conditions for the practical implementation of continuity between kindergartens and schools is the establishment of business contacts between teachers of the preparatory group and teachers of the 1st grade of the school, which is carried out in various aspects:

1. Information and educational aspect - mutual acquaintance with the tasks of educational work.

2. Methodological aspect - mutual acquaintance with the methods and forms of educational work in senior, preparatory groups and 1st grades of school.

3. Practical aspect - expressed, on the one hand, in preliminary acquaintance with future students, on the other hand, in supervising former students during their studies in the 1st grade of the school.

Specific forms of implementation of this content are the continuous interaction of educators and teachers and their systematic visits to each other / school, kindergarten /, i.e., the establishment of comprehensive meaningful cooperation between kindergarten and school is the key to achieving a high level of preparation of children for school.

The role of the family in the development of the child.

The family plays a big role in the development of the child’s personality: in the assimilation of behavioral norms, the development of individual characteristics and abilities.

57.Planning the pedagogical process in a preschool institution. Pedagogical requirements for drawing up work plans

PLANNING THE PEDAGOGICAL PROCESS is a predetermined order and sequence of educational work, indicating the necessary conditions, means, forms and methods.

The basis for planning the pedagogical process is the program according to which the preschool institution operates. The practice of modern kindergartens includes a tendency to democratize all aspects of activity, based on a creative approach to various processes, including planning. From here, each kindergarten can choose the types and forms of planning and put certain content into them. Planning is aimed at organizing the pedagogical process both for the kindergarten as a whole and separately for each age group. The main goal of planning is to determine / Specific tasks of educational work for a specific period of time, as well as types of activities, methods of their organization and means of solving tasks that ensure the implementation of the program.

Principles of planning: scientific, promising, specific, regular, consistent, repeatable. Based on the principles, planning all the work of a kindergarten must meet certain Requirements:

1. Planning should be based on the general goal of raising and educating children, as well as the corresponding tasks. Based on this, the content of children’s lives, forms of organizing their activities, and methods of work are planned.

2. Planning should be aimed at organizing the pedagogical process as a whole: specifying the tasks facing the preschool institution, selecting the content and methods of pedagogical influence in accordance with the tasks of education and the age of the children.

3. Planning of educational work should include the preservation of the basic principles of education and training.

4. The plan must be real and feasible, and be a guide to action. ]

The content of the program is specified in plans for educational work. When planning Lessons, the main stages of assimilation are taken into account (primary perception, expansion and generalization of knowledge and skills, their use in life), repetition of the material and the gradual nature of its complication are provided. Learning continues outside of class, in the process of everyday life, games, and work. It is planned to conduct observations (program tasks and basic techniques), didactic games, and exercises with didactic materials. The formation of moral qualities of an individual is carried out in the process of all educational work with children.

Therefore, moral education is not planned as an independent section. The plan reflects the work on developing behavior and cultural and hygienic skills in children (the scope of skills, the sequence of their formation, methods of education). As for the Game, it is not the play activities of children that are planned, but the pedagogical activities of the teacher in managing the games (tasks and management techniques).

Planning of labor activity is based on 2 groups of tasks: developing children’s labor skills and abilities and thereby developing moral qualities. The most effective is planning according to the forms of labor organization (the volume and content of child labor, equipment, as well as methods and techniques for teaching labor skills, individual work are indicated).

In addition, the specific content and forms of organization of work with parents are subject to planning.

In the practice of preschool institutions, the following types of planning have developed: annual, long-term, calendar or current, calendar-perspective.

The annual plan is a joint creative work the entire team. It defines the tasks of the work preschool for the year and activities for their implementation, which cover all aspects of the kindergarten’s activities. The plan includes the following sections of the kindergarten’s work: a) increasing the professional level and business qualifications of employees, studying the work of teachers, and exercising control; b) methodological work; c) pedagogical propaganda among parents and the public; d) administrative and economic work; e) connection between kindergarten and school. The annual plan can be presented in different forms (schedule, plan, tablet planning).

The long-term plan is drawn up for a month and includes the following sections:

I. Activities of children outside of class (physical education and health work; education of cultural and hygienic skills; education of skills and habits of cultural behavior, positive relationships; familiarization with the environment and development of speech; acquaintance with nature; play; work; independent artistic activity; holidays and entertainment ).

P. Learning in the classroom.

Sh. Individual work with children.

1U. Working with parents.

U. Work accounting.

U1. Additions.

Attached to the plan is a list of children; you, a list of literature, a schedule of activities and a diagram-memoir for organizing the activities of children and the teacher throughout the day.

The calendar plan is drawn up for 1-2 weeks. The form of its writing can be a plan-note, which covers in detail all activities throughout the day: in the morning (individual work with children, work on the formation of cultural and hygienic skills and self-care skills, carrying out didactic game etc.), in classes (type, topic, program content, methodological techniques, visual material, etc.), on a walk (observations, work, outdoor games, play activities, individual work), in the 2nd half of the day and in the evening (various play activities, work, entertainment). In addition to the outline plan, the calendar plan can be made in the form of a table diagram.

Schedule-perspective plan Usually compiled in the form of a table-scheme. Classes, outdoor activities and individual work with children are planned for the week. Work with parents, morning exercises, and entertainment are planned for the month.

Cooperation between a comprehensive school and a preschool institution

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 of activity and social status child (preschooler - junior schoolchild) was carried out 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 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;
form national culture(respect for state symbols, preservation of the country’s cultural traditions, education on the historical national heritage);
develop the level of creativity (the ability to create) through involvement in various types 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;
to involve children in order to consolidate their 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 for 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 opinions of first-graders, participants
project activities, parents regarding satisfaction with the work being carried out.

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

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