Speech at a parent meeting in the preparatory group “PSYCHOLOGICAL READINESS FOR SCHOOL”

Progress of the meeting

Parents are invited to the music room and take their seats. “Good evening, dear parents! We are glad to see you in full force today, since the topic of our meeting is very important for you and your children. Namely, “Preparing children for school.” The last year of your children’s stay in kindergarten has arrived, which means they’ll be heading to school soon. We, in turn, want to help you understand what we believe are very important aspects of preparing a child for school, so that their education in the future will be successful and productive!”

Opening speech by the senior teacher

Exercise “Ready for school.” Goal: to determine what the concept of “child’s readiness for school” means for parents. Your children's final year of preschool is ahead. On the first of September next year they will cross the school threshold. Their exams are still ahead! And we rent out our parents throughout our lives! Today, on the eve of the school life of children, I invite you, dear parents, to find out whether you, parents, are ready for the school life of your children. Everyone knows that starting a child at school is one of the most serious moments in his life and the child must be prepared for it. What do you mean by the concept of “child’s readiness for school”?

Parents answer the question by passing a bell to each other.

The process of a child’s transition from kindergarten to school is a rather difficult stage in his life, requiring tension in all physiological systems of the body, the emotional-volitional sphere. To make this period less painful for him, he needs to be prepared for school in advance. It is important that by this moment the child not only has a certain amount of knowledge and skills, but also has good physical and mental health. Achieving positive results in raising a healthy child can be noted if, during his stay in kindergarten, targeted work is carried out to develop physical culture and a culture of health.

To successfully study at school, a child needs not only mental, moral and volitional preparation, but also, first of all, the child’s physical readiness for school. A changing way of life, breaking old habits, increasing mental stress, establishing new relationships with teachers and peers are factors that significantly strain the nervous system and other functional systems of the child’s body, which affects the child’s health as a whole. It is no coincidence that in the first year of school, the incidence of illness increases in many children. Some six-year-olds do not adapt to the school regime even throughout the year, which indicates insufficient attention to their physical condition in the previous preschool period of life.

Sufficient physical training presupposes a high level of hardening and general physical development, a vigorous and active state of the body. Good hardening helps not only to withstand various unfavorable factors that arise in new school conditions, but also to work in lessons without much difficulty, with interest, and to master knowledge, skills and abilities in a timely and durable manner.

Parent meeting on problems of psychological readiness for school

Speech by a psychologist at a parent meeting in preparatory groups “Characteristics of children 6-7 years old. Ready for school"

- Good evening, dear parents!

Glad to welcome you!

— Today we will talk about the characteristics of children 6-7 years old and their readiness for school. So, let's start, briefly about mental characteristics.

At the age of 6-7 years, children have the prerequisites for starting systematic schooling. Their cognitive activity, interest in the world, and desire to learn new things increase.

Children begin to show interest in creativity, their imagination develops, and children strive for independence. The prerequisites for the child’s entry into the wider society are taking shape. Arbitrariness and will develop. Children aged 6-7 years are characterized by a predominance of socially significant motives over personal ones. Empathy (compassion for another person), sympathy develops.

The self-esteem of a 6-7 year old child is quite adequate. The child evaluates the result of the activity more objectively. At the age of 6-7 years, visual-figurative thinking with elements of the abstract develops. There is a gradual transition from play as a leading activity to learning.

Now let's talk about readiness for school.

Readiness to learn is a complex concept and covers all areas of a child’s life.

1. Physical readiness is determined by the state of health and the level of development of all body systems. It is at the age of 7 that the parts of the brain that provide systematic learning mature, the spine begins to ossify, and vision strengthens. However, children who are often ill and physically weak experience learning difficulties

2. Special readiness – ability to write, count, read. Currently, these skills of the child are also important during primary schooling.

3. But above all, psychological readiness is important. It lies in the fact that by the time a child enters school, the psychological traits inherent in a schoolchild must be formed.

Important components of psychological readiness are intellectual, motivational, emotional-volitional and personal readiness. A child’s psychological readiness for school is determined not by a set of knowledge and skills, but by a certain degree of maturity of his brain structures.

•Intellectual readiness is determined by the presence of knowledge about the world around us, a certain level of development of cognitive processes (memory, attention, thinking, imagination, perception), as well as the formation of educationally important qualities (the ability to listen, perform actions under dictation, independence when performing a task, arbitrariness)

Recommendations for parents on developing intellectual readiness:

1. develop your child’s speech: read books, discuss what you read, teach your child to ask and answer questions

2. constantly talk to your child, answer his questions, make sure that your speech is competent and expressive

3. develop memory and attention, teach your child memorization techniques (divide the memorized material into parts, speak out loud, repeat the next day)

4. teach your child to observe the world around him, highlight the properties and characteristics of objects

5. learn to compare and contrast objects, find their similarities and differences, recognize objects by given characteristics, classify objects into groups, analyze.

6. develop fine motor skills

— I recommend you games and exercises to develop attention, memory, thinking, and imagination. speeches (presentation).

• The main thing that a future first-grader needs is motivational readiness—the desire to learn.

It includes:

- presence of cognitive interests (the child likes reading books, solving problems, performing other intellectual tasks);

— understanding the need for learning as a mandatory, responsible activity;

- minimal desire for gaming and other entertaining and entertaining (preschool) elements of activity;

- emotionally prosperous attitude towards school.

- desire to learn

But the desire to go to school and the desire to learn are two different things. A child may want to go to school because his peers go there, because it is better to be a schoolchild than a preschooler, because he does not need to sleep at school, and, finally, because for school he will receive a new backpack, textbooks, pens, and notebooks. However, this does not mean that children understand the importance of studying.

There are also children who categorically do not want to go to school. The reason for the negative attitude towards school is the statements of parents, the experience of teaching older children at school and their impressions. Such a negative attitude towards school makes it difficult for the child to integrate into school life.

Those. No matter how intellectually developed a child is, no matter how well he can read and write, without the desire to learn and gain new knowledge, he will not be successful in school, since the school environment will be a burden to him.

We adults need to remember that a child’s attitude towards school is formed even before he goes to school, and we – parents and teachers – shape it.

Recommendations for parents on developing motivational readiness:

1. Talk to your child about school, talk about your school years, favorite teachers, look at your school photos

2. Play school with your child

3. Read poems and stories about school.

4. Show interest in classes yourself, create a positive emotional background.

•Emotional-volitional readiness – level of development of voluntarily controlled behavior. The child must be able to focus his attention on material that is not always interesting for a long time, strive to achieve a goal, obtain a certain result, strive to overcome difficulties, must be able to control his behavior and emotions during the lesson (at this age discipline, organization and self-control develop) - principle “I don’t want to, but I have to” As a rule, a child’s voluntary behavior is formed by the age of 6-7 years.

Recommendations for parents on developing strong-willed readiness:

1. Make sure your child completes what he starts

2.Teach your child to keep personal belongings in order, in a certain place (organization)

3. Teach your child to make decisions independently (plan weekends, give independence when choosing clothes)

4. Play games with your child according to the rules, games in which there are rules and the child must subordinate his behavior to them. This can be a game of school, store, hospital, as well as outdoor games with certain rules. Parents are quite capable of playing the well-known game “Yes and No, Don’t Say” with their child.

5.Also, the development of arbitrariness is facilitated by any actions according to a given pattern: drawing patterns, constructing from geometric shapes, folding paper.

6.Support your child in his desire to succeed. In every job, be sure to find something to praise him for. Remember that praise and emotional support (“well done!”, “you did so well!”) can significantly increase a person’s intellectual achievements.

7. Teach your child to react correctly to failures

After the game, if your child is the last one in the game, draw your child’s attention to how the other players feel about losing. Help him deal with disappointment. Let him feel the intrinsic value of the game, not the winning.

•Communicative readiness – a child’s ability to build relationships with adults and peers, i.e. how easily the child makes contact. This determines how the child will fit into the new team.

Recommendations for parents on developing communicative readiness

1. Satisfy the child’s natural need for communication (if possible, answer the child’s questions, include him in joint activities, encourage his communication with peers).

2.Enrolling in school significantly changes a child’s life, but should not deprive it of diversity, joy, and play. A first grader should have enough time for play activities, for walks, and for communication.

3. Encourage your child’s participation in group activities and games.

4. Encourage role-playing games that develop communication skills, leadership qualities and the ability to submit (the ability to resolve conflict, give in or insist on one's own).

5. Teach your child to recognize and adequately follow the rules proposed by adults.

And one more tip:

1. Accept your child for who he is

2. When giving a negative assessment of a child’s actions, you cannot say: “You don’t know how to…”. In these cases, the child loses confidence in himself, in his strengths and abilities.

3. It is impossible to allow a negative assessment of a child’s activities to extend to his personality, i.e. the child must be criticized for his misconduct. Personality assessment blocks the child’s development and forms an inferiority complex, and, consequently, low self-esteem and level of aspirations.

4. Try not to compare him with other children - only with himself. For example: “Today you completed this task much faster than yesterday!” This approach will focus your child on his own improvement.

5. Objectively evaluate your child’s capabilities and abilities.

REMEMBER:

When preparing for school, you must remain a loving and understanding parent for your child and not take on the role of a teacher!

To summarize my speech, I want to say, play with your children, show your imagination in activities with children, enjoy the time spent together, spend leisure time with the whole family. Children grow up quickly, so appreciate every moment spent together! Love and patience to you! Thank you for your attention!!!

Intelligent Readiness

It involves the development of attention, memory, formed mental operations of analysis, synthesis, generalization, the establishment of patterns, spatial thinking, the ability to establish connections between phenomena and events, and make simple conclusions based on analogy. For example, carrots - vegetable garden, mushrooms - ... forest

By the age of 6–7 years, a child should know:

his address and the name of the city in which he lives;
name of the country and its capital;
names and patronymics of their parents, information about their places of work;
seasons, their sequence and main features;
names of months, days of the week;
main types of trees and flowers.

He should be able to distinguish between domestic and wild animals, understand that the grandmother is the mother of the father or mother.

Parent meeting on the topic “The role of the family in preparing a child for school”

School readiness is not a “program” that can simply be taught (coached). Rather, it is an integral property of the child’s personality, which develops under generally favorable conditions in diverse situations of life experience and communication in which the child is included in the family and other social groups. It develops not through special classes, but indirectly - through “participation in life.”

Let's take a closer look at psychological readiness. The floor is given to the educational psychologist:

INTELLECTUAL READINESS

MOTIVATIONAL READINESS

EMOTIONAL-VOLITIONAL READINESS

COMMUNICATION READINESS

INTELLECTUAL READINESS involves the development of attention, memory, formed mental operations of analysis, synthesis, generalization, the establishment of patterns, spatial thinking, the ability to establish connections between phenomena and events, and make simple conclusions based on analogy. (For example, carrots – vegetable garden, mushrooms – forest, etc.)

By the age of 6-7 years, a child should know:

his address and the name of the city in which he lives;

name of the country and its capital;

names and patronymics of their parents, information about their places of work;

seasons, their sequence and main features;

names of months, days of the week;

He should be able to distinguish between domestic and wild animals, understand that the grandmother is the mother of the father or mother.

MOTIVATIONAL READINESS…

In other words, it must be oriented in time, space and implies the child’s desire to accept a new social role - the role of a schoolchild.

To this end, parents need to explain to their child that studying is work, children go to study to gain knowledge that is necessary for every person.

You should give your child only positive information about school. Children should not be intimidated by school, upcoming difficulties, strict discipline, or demanding teachers. “When you go to school, they will take care of you, no one there will feel sorry for you. Remember that your grades are easily borrowed by children. The child should see that his parents calmly and confidently look at his upcoming entry into school, that at home they understand him and believe in his strength.

The reason for the reluctance to go to school may be that the child “hasn’t played enough.” But at the age of 6–7 years, mental development is very plastic, and children who “haven’t played enough” when they come to class soon begin to experience pleasure from the learning process.

You don't have to develop a love for school before the start of the school year, because it's impossible to love something you haven't already encountered.

It is enough to let the child understand that studying is the responsibility of every person and the attitude of many of the people around the child depends on how successful he is in learning.

Motivational readiness

In other words, it must be oriented in time, space and implies the child’s desire to accept a new social role - the role of a schoolchild.

To this end, parents need to explain to their child that studying is work, children go to study to gain knowledge that is necessary for every person.

You don't have to develop a love for school before the start of the school year, because it's impossible to love something you haven't already encountered. It is enough to let the child understand that studying is the responsibility of every person and the attitude of many of the people around the child depends on how successful he is in learning.

Parent meeting “First time in fifth grade or is it easy to be a fifth grader?”

Lately we've all been hearing a lot of talk about school and parent-teacher conferences in particular. I hear more and more often that parent meetings are not modern. Both parents and fellow teachers have different opinions. I believe that meetings are necessary, but how they are held is entirely up to the class teacher. I offer a scenario for a class parent meeting that was held in October 2020 at our school. We held this meeting together with my young colleague, English teacher and class teacher of class 5A Anna Akhmetdinova. As a mentor, I structure my work with reverse mentoring and generational theory in mind.

The topic of the meeting was not chosen by chance, because the period of adaptation of fifth-graders falls precisely in the first quarter and how they enter the middle level of the school is important. So, “First time in fifth grade or is it easy to be a fifth grader?” The purpose of the meeting was to identify problems of adaptation of fifth-graders and jointly search for solutions.

The objectives are as follows: to analyze the state of the class team and its individual participants in terms of adaptation to new learning conditions;

identify the causes of student maladjustment and outline ways to solve emerging problems. The following techniques, methods and technologies were used: coaching approach, “World Cafe”, “Visualization”

The participants were the class teacher, parents of 5th grade students, and a teacher-coach.

First, the class teacher made an introductory speech, noting that the first part of school life is already behind us - the child has graduated from primary school. He has matured. He feels like an adult and is condescending towards those “kids” whose ranks he left only four months ago. He is now a fifth grader! The teenager must understand and adapt to the demands of high school.

Then there was a proposal to understand what the difficulty of this period is and how to avoid the “pitfalls” for children, parents and teachers. And here the coach-teacher once again reminded the topic of the meeting and suggested determining what expectations the parents came with today.

Parents wrote on sticky notes and posted them on the board (“Our Expectations”). The “Visualization” technique helped parents imagine themselves as fifth graders. Then they wrote down on sticky notes what difficulties and fears they were experiencing, placing them on a flip chart sheet in a circle. Next, we grouped the identified problems and difficulties into groups according to their meaning (the circle is divided into sectors). We ended up with 3 groups (determined by the largest number of stickers).

After this, the class teacher presented the results of a study that was conducted with students on satisfaction with life at school (survey results).

Then the coaching teacher offered to work with the World Cafe on the problems of school adaptation. Three groups went through the stages of “Dreamer”, “Realist”, “Critic” and “Presenter”.

At the end, we completed the “Napkin” exercise and summed up the results (parents answered the questions: “To what extent were your expectations realized?”, “What was the most interesting and useful at the meeting today?”, “What conclusions did you draw for yourself?”, which the parents wrote on stickers (Results). At the end, words of gratitude were expressed to parents for their work and letters were presented to parents (a tradition that has appeared this school year: writing letters to parents at parent-teacher meetings ).

In preparation for the parent meeting, I used the knowledge that I received while studying in the “Coaching: Opportunities Without Borders” and “Pro” courses at ICP Center by Olga Rybina, materials from advanced training courses at Foxford by N. Gulchevskaya “Coaching approach for effective education within the framework of the Federal State Educational Standard” and materials from the webinar by N. Gulchevskaya and T. Plotnikova “Effective parent meetings using a coaching approach.”

Willful readiness

It assumes that the child has:

ability to set goals
make a decision to start activities,
outline an action plan,
complete it with some effort,
evaluate the results of your activities,
as well as the ability to perform unattractive work for a long time.

The development of strong-willed readiness for school is facilitated by visual activity and design, since they encourage one to concentrate on building or drawing for a long time.

Board games, where you must follow the rules of the game, and active games are good for developing willpower. Do not scold your child for a mistake, but figure out the reason for it. The structure of the brain responsible for voluntary behavior is formed by the age of 7, so your requirements must be adequate to his age. Do not distort the child’s faith in himself as a future schoolchild either with fear or the “pink” water of relieved expectations. Treat your child like you treat yourself, we value ourselves by what we can and are able to do, since it is impossible to know everything.

Communicative readiness

It manifests itself in the child’s ability to subordinate his behavior to the laws of children’s groups and the norms of behavior established in the classroom. It presupposes the ability to become involved in the children's community, to act together with other children, if necessary, to give in or defend one's innocence, to obey or lead.

In order to develop communicative competence, you should maintain friendly relationships between your son or daughter and others. A personal example of tolerance in relationships with friends, family, and neighbors also plays a big role in the formation of this type of readiness for school.

Discussion and conclusions.

“So, let’s discuss what, in your opinion, the concept of “child’s readiness for school” includes (parents’ answers)

physical readiness;
psychological;
special readiness.

We bring to your attention recommendations for parents of future first-graders:

Never forget that in front of you is not just a child, but a boy or girl with their inherent characteristics of perception, thinking, and emotions. They need to be raised, trained, and even loved in different ways. But be sure to love it very much.
Never compare boys and girls, do not set one as an example to the other: they are different even in biological age - girls are usually older than their peers - boys.
Don’t forget that boys and girls see, hear, touch differently, perceive space differently and navigate it, and most importantly, they interpret everything they encounter in this world differently. And certainly not in the same way as we adults.
Don’t forcefully retrain a left-hander - it’s not about the hand, but about the structure of the brain.
Do not compare your child with others, praise him for his successes and achievements.

REMEMBER that when a child enters school, his goals and motives differ from those of an adult: the child is not yet able to set cognitive goals. For a child, not being able to do something, not knowing something, is a normal state of affairs. That's why he's a child. This cannot be reproached. It is a shame to smugly demonstrate your superiority in knowledge to a child.

Never forget that the most important thing for a child at any age is confidence in their own abilities and in your support. Good luck to you and your young genius