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<\/p>\nWhen entering school, a child must have the following knowledge, skills and ideas.<\/p>\n\n
Speech development:<\/strong><\/span> Literacy, reading:<\/strong><\/span> Mathematics:<\/strong><\/span> The world around us:<\/strong><\/span> Hand and writing skills:<\/strong><\/span> General ideas:<\/strong><\/span> Ideas about school:<\/strong><\/span> Psychological readiness for school.<\/strong><\/span> Cognitive readiness:<\/strong><\/span> Personal readiness:<\/strong><\/span> Willpower:<\/strong><\/span> Communicative component of school readiness:<\/strong><\/span> Preparatory classes for school are necessary if:<\/strong><\/span> Readiness for school is the degree of formation of certain qualities of a child for successful learning at school. Preparation for school is a set of activities aimed at forming the child’s readiness for learning at school. First of all, readiness for school includes 3 large blocks: knowledge, general awareness of a 6-7 year old child entering school, psychological readiness for school, level of physical health.<\/p>\n","protected":false},"author":1,"featured_media":66,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,4],"tags":[33,31,35,34,32],"class_list":{"0":"post-65","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-pedagogika","8":"category-nachshkola","9":"tag-first-grade","10":"tag-knowledge","11":"tag-performances","12":"tag-preparation-for-school","13":"tag-skills"},"_links":{"self":[{"href":"https:\/\/planeta21vek.ru\/elina732\/eng\/wp-json\/wp\/v2\/posts\/65","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/planeta21vek.ru\/elina732\/eng\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/planeta21vek.ru\/elina732\/eng\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/planeta21vek.ru\/elina732\/eng\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/planeta21vek.ru\/elina732\/eng\/wp-json\/wp\/v2\/comments?post=65"}],"version-history":[{"count":4,"href":"https:\/\/planeta21vek.ru\/elina732\/eng\/wp-json\/wp\/v2\/posts\/65\/revisions"}],"predecessor-version":[{"id":307,"href":"https:\/\/planeta21vek.ru\/elina732\/eng\/wp-json\/wp\/v2\/posts\/65\/revisions\/307"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/planeta21vek.ru\/elina732\/eng\/wp-json\/wp\/v2\/media\/66"}],"wp:attachment":[{"href":"https:\/\/planeta21vek.ru\/elina732\/eng\/wp-json\/wp\/v2\/media?parent=65"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/planeta21vek.ru\/elina732\/eng\/wp-json\/wp\/v2\/categories?post=65"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/planeta21vek.ru\/elina732\/eng\/wp-json\/wp\/v2\/tags?post=65"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n\u2013 be able to name an object, an object\u2019s feature, and an object\u2019s action;
\n\u2013 be able to highlight several features of objects, an object\u2019s action, or actions with an object;
\n\u2013 compose sentences from 3-4 given words;
\n\u2013 form new phrases (fur hat \u2013 fur hat, etc.);
\n\u2013 be able to give a brief description of objects and phenomena (red fox, lives in the forest, predatory animal);
\n\u2013 independently compose a coherent story of at least 6-7 sentences (including from pictures and personal experience);
\n\u2013 retell short stories;
\n\u2013 know and expressively recite poems;
\n\u2013 use words correctly in speech;
\n\u2013 use antonyms in speech (words with opposite meanings, for example: wide \u2013 narrow, dark \u2013 light, etc.);
\n\u2013 guess riddles, explain the meaning of proverbs, understand figurative expressions.
\n\u2013 be able to continue a sentence or phrase according to the meaning.<\/p>\n
\n– know and be able to write printed letters of the Russian alphabet;
\n– be able to distinguish sounds from letters, pronounce sounds and letters correctly;
\n– determine the number of syllables in words;
\n– be able to distinguish between the concepts of sound, letter, syllable, word, sentence, text;
\n– determine the number of sounds in words, the place of a sound in a word, be able to distinguish sounds from words;
\n– be able to put stress in words, find the stressed vowel sound in a word and the stressed syllable;
\n– know consonants and vowel sounds;
\n– know the features by which vowels (stressed and unstressed) and consonant sounds (soft-hard, voiceless voiced) differ;
\n\u2013 be able to analyze the sound composition of a word (differentiate sounds in a word: vowel-consonant, stressed vowel-unstressed, consonant: soft-hard, voiceless-voiced \u2013 and mark them with red, green and blue chips; be able to determine the number of letters and sounds in words; know that the vowels ya, e, yo, yu denote 2 sounds if they are at the beginning of a word, after a vowel or after the separating signs \u044a and \u044c);
\n\u2013 know that consonants can be paired and unpaired; always hard consonants: zh, sh, ts, always soft consonants: y, ch, shch; vowels a, o, u, y, e denote the hardness of consonants;
\n\u2013 be able to make a syllabic diagram of a word and a sentence diagram;
\n\u2013 know how exclamatory, interrogative and declarative sentences are pronounced intonationally; accordingly, know punctuation marks;
\n\u2013 be able to read (at least by syllables, preferably at least 25 words per minute).<\/p>\n
\n\u2013 be able to count from 1 to 20 and back, restore a numerical series in which some numbers are missing;
\n\u2013 be able to find neighbors of numbers within 10-20;
\n\u2013 perform counting operations within ten, increase\/decrease the number of objects “by one”, “by two”;
\n\u2013 know the concepts of “more-less-equally”;
\n\u2013 be able to make unequal groups of objects equal by decreasing or increasing one of the groups;
\n\u2013 know simple geometric figures, be able to make appliques from geometric figures;
\n\u2013 be able to compare objects by length, width and height;
\n\u2013 be able to divide an object (circle, square) into two\/three\/four equal parts;
\n\u2013 be able to write in printed numbers;
\n\u2013 be able to correlate the graphic image of a number with the number of objects;
\n\u2013 know and be able to use the signs “+, \u2013, =”, “<,>”;
\n\u2013 be able to solve problems on addition and subtraction within 10;
\n\u2013 understand what numbers all numbers from 1 to 10 consist of (the composition of numbers within 10).
\nDesirable:
\n\u2013 be able to count to 100 in units and tens;
\n\u2013 understand what numbers form two-digit numbers of the second ten and the remaining two-digit numbers within 100;
\n\u2013 be able to compare sets, distinguish a set from its parts;
\n\u2013 be able to use a ruler (measure the sides of geometric figures, draw a segment of a given length).<\/p>\n
\n– know the name of your city, region, country, capital of the country, president, flag of the country;
\n– know the name of our planet;
\n– know the names of the main professions, explain what is characteristic of these professions;
\n– name the seasons, parts of the day, days of the week in sequence;
\n– know the seasons and months in sequence;
\n– distinguish predatory animals from herbivores, domestic from wild ones, know and distinguish the inhabitants of the forest, desert, reservoirs;
\n– be able to correctly name animals and their babies (sheep – lamb, horse – foal, cow – calf, dog – puppy, etc.);
\n– know and distinguish migratory birds from wintering birds;
\n– distinguish garden trees from field trees;
\n– distinguish trees from bushes;
\n– distinguish garden trees from field trees;
\n– distinguish trees from bushes;
\n– name different natural phenomena;
\n– be able to tell time on a clock;
\n– be able to distinguish the concepts: century, year, month, season, day of the week, time of day, date; be able to use a calendar;
\n\u2013 know the types of transport.<\/p>\n\n
\n– hold a pen and pencil correctly in your hand;
\n– draw continuous straight, wavy, broken lines;
\n– trace a drawing along the contour without lifting the pencil from the paper;
\n– be able to draw by cells and dots;
\n– be able to finish drawing the missing half of a symmetrical drawing;
\n– copy from a sample and independently draw geometric figures;
\n– be able to continue shading a drawing;
\n– be able to write printed letters and numbers
\n– be able to cut along the contour, use scissors.<\/p>\n
\n\u2013 know your full name and the full name of your parents, be able to tell where and by whom your parents work;
\n\u2013 know your exact address;
\n\u2013 know your date of birth, what time of year you were born;
\n\u2013 be able to distinguish and name the main colors (it is desirable to know the sequence of colors in the rainbow and know what colors form shades of colors);
\n\u2013 know the concept and be able to determine right-left, top-bottom, behind, above, in front of, after, near, in, etc.;
\n\u2013 be able to navigate on a sheet of paper and a square (upper right, lower left corner, etc.);
\n\u2013 know the basic rules of etiquette (say hello, say goodbye, be able to ask, request, thank, address adults as “You”, etc.);
\n\u2013 know the basic rules of the road.<\/p>\n
\n– to know when the child will go to school (what time of year and date);
\n– to know why the child needs to go to school, what they do at school;
\n– to know how old the child will be when he or she enters school;
\n– to know the basic school supplies and be able to explain what they are for;
\n– to know the concepts of teacher, student, lesson, recess, bell;
\n– to know the rules of conduct at school.<\/p>\n
\nL.A. Venger, a Soviet psychologist and doctor of psychological sciences, once said: \u201cBeing ready for school does not mean being able to read, count and write. Being ready for school means being ready to learn all of this.\u201d In a sense, psychological readiness for school is the ability to learn.<\/p>\n
\n– general intellectual readiness, developed memory (describe a picture from memory, memorize 8-10 simple pictures out of 10, 8-10 words out of 10, memorize a sentence of 5 words and repeat it), perception (perceive and notice objects in full and their parts, details), attention (concentrate on a task for at least 15 minutes, find 10 differences in pictures, copy a pattern or movement exactly), thinking, logic (find and explain inconsistencies in pictures, find and explain differences and similarities between objects, find an extra object and classify by a common feature, be able to compare objects, find patterns. Assemble a figure from a construction set according to a sample, assemble puzzles independently, draw analogies, restore the sequence of events), speech (see information above), imagination;
\n– developed phonemic hearing (necessary for a child to write correctly at school, without mistakes, not skip letters in words);
\n\u2013 developed gross and fine motor skills, general psychomotor development of the child.<\/p>\n
\n– motivation (developed cognitive interest in learning);
\n– self-esteem (positive self-image and ability to survive failure).
\n– emotional development (ability to express, control one’s emotions, ability to read emotions of other people);
\n– internal position of the student (understands his new social status and that he goes to school to study, not to play).<\/p>\n
\n– arbitrariness of behavior, self-regulation (the child understands that he will need to complete various tasks at school – interesting and not so attractive; subordinates his impulsive desires to the need to study);
\n– arbitrariness of mental functions (directs attention not only to what attracted him, but also to what the educational process and the teacher require of him; is ready to remember the necessary information, and not just what attracted his attention, etc.);
\n– goal-setting, the ability to achieve results, the ability to control the process, conduct a check and verify the result for correctness.<\/p>\n
\n– ability to interact, cooperate with adults (listen, address, ask; beware of strange adults on the street);
\n– ability to communicate with peers (in pairs, groups; ability to get acquainted, easily establish contact, ability to invite to play, ability to resolve conflict situations, ability to defend one’s boundaries without conflict and not violate others’, take into account one’s interests and the interests of the group, ability to negotiate);
\n– ability to listen to the interlocutor;
\n– ability to express one’s thoughts and one’s point of view. If a child is not psychologically ready for school, then the chances of successful and easy learning are significantly reduced.<\/p>\n
\n– the child did not attend kindergarten;
\n– you notice and have an assumption that one of the above components or sub-items is not sufficiently formed in the child (since there are many children in groups at the kindergarten and teachers often fail to pay attention to each child);
\n– your child has undergone diagnostics of readiness for school and it turned out that the child needs additional preparatory classes;
\n– your child has difficulties and difficulties in mastering cognitive material; has low attention span, small memory capacity, difficulty memorizing stories and difficulty retelling, etc.);
\n– the child’s speech is insufficiently developed;
\n– the child has difficulty communicating (with parents, adults, peers);
\n– the child has poorly developed volitional and personal components (often disobeys, has no desire to study, does not want to go to school in a year, low self-esteem, does not know how to cope with failures, does not know how to achieve results and goals);
\n\u2013 the child has experienced psychological trauma(s), is in a state of stress (this affects mental activity, communication and, in general, the desire to learn),
\n\u2013 the child has suffered injuries or operations on the brain,
\n\u2013 has neurological diseases, MBD (minimal brain dysfunction), symptoms of hyperactivity, mental retardation.<\/p>\n\n","protected":false},"excerpt":{"rendered":"