ON PREPARATION OF CHILDREN OF THE OLDER GROUP

Artsishevskaya I.L.

A88 Psychological training for future first-graders: Notes of classes. – M.: Knigolyub, 2008. – 72 p. (Psychological service.) 18Y 978-5-216-00049-5

The manual contains detailed outlines of training sessions, during which children of 5-6 years old work out the communication and behavioral skills necessary for schooling, get used to the role of a student, develop cognitive processes and motor skills.

The appendix to the manual will help specialists equip the classes with the necessary demonstration and handout picture material.

Addressed to psychologists and teachers involved in preparing children for school.

BBC 88.8

© I.L. Artsishevskaya, 2007 © Design. LLC Publishing House “Knigolyub”, 2008

Series “Psychological Service” ARTSISHEVSKY Irina Leonardovna

PSYCHOLOGICAL TRAINING FOR FUTURE FIRST GRADE STUDENTS

Lesson notes

Responsible for the issue – M. Vishnevskaya Editors E. Alifanova, T. Sazonova

Proofreader – A. Surzhenko

Original layout – N. Rudenko

Cover – D. Morozova

Signed for publication on 06.12.2007. Format 60×90/16. Offset printing. Pech. l. 4.5. Circulation 1000 copies. Order No. 2626.

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Introduction

Due to the introduction of four years of primary education, many children cross the school threshold as early as the age of 6.5. Often these children do not fall into the kindergarten preparatory group, their pre-school education is limited to the senior group program.

This manual is designed for educational psychologists and is designed to help educators in preparing children 5-6 years old for school, taking into account their age characteristics and cognitive abilities.

The program has been successfully tested for several years and has proved not only its effectiveness, but also its necessity.

Recent studies by psychologists have shown that a child’s readiness for school should be judged not only by his intellectual skills (the ability to read and count), but also by other indicators.

A behavioral indicator, that is, the child’s ability to regulate their emotional and behavioral reactions: to sit at a desk during the school hour, listen carefully to the teacher and fulfill his requirements. Not all children 6.5 reach the appropriate level of voluntary regulation of behavior, since this depends not only on education, but also on the rate of maturation of the cerebral cortex.

A motivational indicator, that is, the desire of the child to learn, taking on the “role of a student”, the transition of his internal position from a preschooler to a schoolchild. Most often, a child matures personally by the age of seven: by this time, game motivation gives way to educational motivation, the frontal lobes of the brain mature, which also affects the behavior of a preschooler – it becomes more balanced and purposeful.

An indicator of cognitive development, which includes knowledge about the surrounding world, as well as the level of development of mental processes: voluntary attention, memory, perception, thinking and speech (the ability to generalize, compare, draw analogies both visually and verbally). This includes the level of development of fine motor skills, the ability to visual-motor and auditory-motor coordination, which in practice manifests itself in the child’s ability to write off the board without much difficulty or write what the teacher says.

If by the age of 6.5 years a child is able to maintain attention and efficiency for 30 minutes in a group of peers, to subordinate his play motives to educational ones, if his cognitive motivation goes beyond the preschool level, we can talk about his readiness for schooling. And the lack of knowledge and skills, as a rule, is quickly eliminated by the end of the first grade, the program of which is designed for children who cannot read, count and write.

The author’s program consists of 27 lessons, which should start in October and end in April of the next year. As practice shows, it is difficult to conduct classes in September and May that require concentration and perseverance from children. These months are recommended for diagnostic and individual work.

Classes are in the form of trainings: children work out behavioral and school-required skills without acquiring new knowledge. Nevertheless, “classes-lessons” arouse interest among children, as they represent a new form of work for them: children perform unusual tasks, play outdoor games, learn to think, see, and remember.

Most classes do not require special equipment. However, before starting work, you should make the necessary posters and manuals presented in the figures in the text, as well as prepare the following equipment and materials:

• bell;

• board, one side of which is lined in a cage, chalk
or special felt-tip pens;

• magnetic board with magnets;

• pointer;

• sewn ends narrow tape 6-9 meters long;

• medium size ball;

• sheets of A4 paper;

• buttons or chips (according to the number of children);

• a set of subject pictures from different conceptual
groups*;

• split pictures;

• notebooks in a large cell with margins (according to the number of children);

• sets of six colored pencils, plain soft
pencils (according to the number of children);

• sets of counting sticks (according to the number of children);

• sets of geometric figures “Learn to count” (according to the number of children).

Classes lasting 25-30 minutes are recommended to be held in the afternoon once a week with a subgroup of 8-10 people. The room should have tables for sitting work, as well as enough space for outdoor games. The approximate duration of each exercise is indicated in the manual, but it should be remembered that many tasks can be changed, supplemented – in a word, take creative initiative.

Successful work!

STUDY PROGRAM

ON PREPARATION OF CHILDREN OF THE OLDER GROUP

KINDERGARTEN TO SCHOOL

Lesson #1

Tasks:

v development of group cohesion and positive emotional attitude of participants to each other;

v familiarity with school rules;

v development of arbitrary behavior;

v diagnosis of fine motor skills, arbitrariness and hand-eye coordination.

Materials:

ball, bell, forms with N.I. Gutkina “House”, signed sheets of A4 paper, pencils.

Lesson progress

(5 – 7 min.) Exercise “Polite words”

Everyone stands in a circle.

The psychologist, passing the ball to the child standing to his right, politely says something, for example: “Good morning, Vitya!”. The child takes the ball and passes it to the neighbor, while saying any “polite words”.

During the game, children need to remember as many polite or just kind words as possible.

After each child completes the task, the psychologist rings the bell and says:

I have a bell in my hands,

The lesson starts.

We sit quietly at our desks

Let’s leave our pampering

No, don’t take toys

We need more “Primers”!

Children sit at tables.

(2-3 min.) Exercise “School rules”

The psychologist reads the rhyme:

The teacher enters – you have to get up,

When he allows you to sit down, sit down.

If you want to answer – do not rush

But just raise your hand.

Then the children, pronouncing the words of the rhyme, perform the actions described in it.

(4-5 min.) The game “Drone and bees”

Psychologist says:

Now we will play one game, and at the same time we will see if you can count to three.

You probably know that when bees fly and collect honey, they buzz, and if a drone appears, they buzz harder to drive it away. When the bees see the bear, they become silent so that the bear cannot find the honey. Imagine that you are bees. Be careful: if I clap my hands once, you should buzz not very loudly, if I clap twice, then the drone is flying, and you will buzz louder, and if I clap three times, then a bear has appeared, you will stop buzzing and you will sit quietly. Get ready, let’s get started!

The game should be repeated several times. Participants can either sit at the tables or stand in a circle or in any order.

(2-min.) Physical education minute

Pinocchio stretched,

Once stooped, twice stooped,

Raised hands to the sides:

Apparently the key has not been found.

To get us the key

You have to get on your toes.

(7 min.) Task for the diagnosis of fine motor skills, voluntariness and hand-eye coordination

Children sit at tables.

The psychologist gives them signed sheets of A4 paper, simple pencils, forms with N.I. Gutkina “House” and offers to “copy” the drawing:

The final stage

At the end of the session, the psychologist rings the bell and says:

The bell rings again

And the lesson ends.

We all did a great job

And they learned something.

And now it’s time to go home

Everyone is tired: oh-oh-oh!

Thank you all, everyone was great today! Slowly we get up from the tables, leave leaves on them, push the chairs and together we go to the group one after another. Goodbye!

Lesson 2

Tasks:

v repetition of school rules;

v development of arbitrary behavior;

v development of attention and thinking;

v development of hand-eye coordination, spatial perception and fine motor skills.

Materials:

ball, bell, chips, signed sheets of A4 paper, simple pencils, poster “Figures from counting sticks – 1” (from the demonstration material), sets of counting sticks.

Lesson progress

(3 min.) Exercise “Polite words – polite answers”

Everyone stands in a circle.

The psychologist alternately throws the ball to the children and says words that require some kind of polite response, for example: “Thank you! Please!”, “Sorry! – It’s okay!”, “Hello! Hello!”, “Apchi! – Be healthy!” etc.

The child catches the ball, says the right words and returns the ball to the psychologist.

At the end, the psychologist rings the bell, the children sit down at the tables.

(2 min.) School rules exercise (see Activity 1)

(2 min.) Exercise “Guessing riddles”

The psychologist offers children to solve riddles:

Friendly with the owner

The house is guarded.

Lives under the porch

Ring tail. (Dog)

Doesn’t bark, doesn’t bite

But he won’t let me into the house. (Lock)

red maiden

Sitting in the dark

And the spit is on the street. (Carrot)

This is how the house is:

One window,

Every day

At the cinema window. (TV set)

For each correct answer, the child receives a chip.

(4 – 5 min.) The game “Floor – nose – ceiling”

Psychologist says:

Now we’ll play. Be very careful! I will say “floor”, “nose” or “ceiling” and point to them. And you – to point along with me. At first I will do it correctly: say, for example, “gender” and point to the floor, and then I will confuse you – say “gender”, and point to something else. You must point to what I name, and not to what I show. Shall we try? Started!

(1-2-min.) “Physical education” (see Lesson 1)

(4 – 5 min.) Exercise “Figures from counting sticks – 1”

On the table of each child is a set of counting sticks. On the board is a poster “Figures from counting sticks – 1”.

The psychologist explains that with the help of counting sticks, you can not only count, but also lay out figures.

Children lay out the figures, and then count how many sticks are used in each of them.

(7-10 min.) Diagnostic task “Drawing of a man”

The psychologist gives the children signed sheets of A4 paper, simple pencils and asks them to draw any person.

If one of the children completed the task faster than the others, you can invite him to draw something on the back of the sheet.

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