When to teach a child to read? Kindergarten should not teach reading and writing.

First Deputy Minister of Education and Science of the Russian Federation Natalya Tretyak spoke about this in an interview with the Argumenty i Fakty newspaper. “Last year, a new standard for preschool education came into force. Today, many child psychologists and physiologists note that the period of early child development from 1 to 7 years is the most important for preparing for future adulthood. It is at this age that the foundations of the worldview, basic values, basic principles are laid, the skills of a healthy lifestyle are formed,” said Natalya Tretyak.

In her opinion, a child aged from 1 to 7 years should not be taught to read, count and write in kindergarten, because. the child's brain is not yet ready for this.

“The main task of the kindergarten is to preserve and strengthen the health of the child, to correct developmental disorders that could arise, for example, after an unsuccessful birth. And the most important thing is to prepare for studying at school: to teach how to communicate and build relationships with peers, adults, be able to allocate your time, make decisions and be responsible for them,” the Deputy Minister explained.

However, what about the fact that teachers want the child to come to the first grade knowing the letters, but better able to read and write? Natalya Tretyak explained that a teacher has no right to demand from a child entering the first grade the ability to read and write. This is the task of the elementary school, it is it that is fixed in the federal state educational standards.

The Ministry of Education and Science is developing a draft standard for preschool education. It is expected to be ready in March.

Experts believe that the standard should be devoted not to how to teach a small child to count and write, but to how to develop it with the help of physical culture and art. The head of the Center for Preschool, General and Additional Education of the Federal Institute for the Development of Education (FIRO), Natalia Tarasova, is sure that there is no need to specifically teach reading and writing in kindergarten.

“The success of a child in school is determined by his psychological readiness, which includes motivation to study,” says Tarasova. - The program must necessarily include music, drawing - all this must be written in the standard.

But as for the strict daily routine, which in general is not in European preschool institutions, it is not yet possible to cancel the strict regime in Russia. If there are 15-20 children in a group abroad, then we have 23-30.

At the same time, there are no laboratories, workshops, studios that are in kindergartens in Germany, Belgium, Holland, Finland and other countries. Taking into account the new wage system, which is now adopted in kindergartens, the prospect of unloading groups has completely disappeared.

Lyudmila Volobueva, Dean of the Faculty of Preschool Pedagogy and Psychology at Moscow State Pedagogical University, admits that preparing a standard for preschool education is not an easy task. There were no similar federal documents before. She also hopes that the project will not require teaching children at preschool age to read or write, although there is a social order for this from both parents and teachers.

- In children 3-7 years old, the leading type of activity is a game, - she notes.

There are other questions as well. Thus, it is not clear who and how will control whether the standard is met in family kindergartens. Will it be mandatory for those kindergartens that provide only “maintenance and care” services for children?

By the way, according to the latest public opinion poll of the Foundation, 35 percent of parents do not know whether their children are being developed there correctly. And only 18 percent rated the work of preschool institutions as “good”.

Comments

Alexander Didin, father of Maxim Didin - winner of the International Natural Science Olympiad in 2012:

- When my son was one year old, we bought him Nikitinsky developing squares. He became interested, tried it - it worked. Then they were given more complex versions of the game and puzzles. Liked it again. Around the same time, they began to teach to read, but they began not with letters, but immediately with words. They showed the card where the word was written and said it out loud. Gradually, through graphic images, he learned to compose sentences and read. Picked up the first book. I remember that these were poems by Chukovsky. At the age of three I taught him to play chess. Moreover, he did not give ready-made moves and solutions, but led them to them.

The biggest enemy of child development is passive entertainment. If a child was presented with a shiny toy or turned on the TV, you will no longer be interested in any science. Once I was driving from Moscow out of town. There was a schoolboy sitting next to me on the bus. Dark evening, bright moon outside the window. I ask the boy: "Do you know what this is?" And he answers so clearly: “In the 5th grade, we will start physics, and the teacher will tell me everything!” He may be an excellent student, but he is no longer interested in studying.

Victoria Chernysheva, Ulyanovsk

Giant soft toys, colorful tables, a cozy bedroom, a classroom with modern aids…

Who among us loves math? the teacher asks. A handful of hands goes up. And only one girl confesses: “But I don’t understand her.”

“Children have been with us since the age of four. Initially, we focused on preparing for school, but then we added developmental activities: choreography, swimming pool, tennis, etc. A psychologist and a speech therapist work with children,” says Valery Morozov, director of the Simbirsk General Education Gymnasium.

A kindergarten opened at the gymnasium five years ago. Both there and there they are engaged in unified federal programs.

“In order to create an ideal kindergarten, you must first of all create conditions for the teacher,” Morozov is convinced. - To have everything he needs at hand. And no interactive whiteboard can replace a teacher to whom children are drawn. I often tell parents that they buy CDs for their kids in vain, they sit them down at the computer, they give the remote control in their hand. It's better to just chat.

Today's children have clip thinking, they quickly join the process and also quickly turn off. They have to offer information at this pace. Therefore, there should be no more than 12 people in the kindergarten group,” the director of the Simbirsk general education gymnasium believes.

In her opinion, a child aged from 1 to 7 years should not be taught to read, count and write in kindergarten, because. the child's brain is not yet ready for this.

Svetlana Lushnyak

Municipal budgetary preschool educational institution

child development center kindergarten №2 "Chamomile"

Dankovsky municipal district of the Lipetsk region

Advice for parents

Prepared:

Teacher speech therapist

Lushnyak S. A.

Dankov 2017

Let's imagine, just for a moment,

That suddenly we lost magazines and books,

That people don't know what a poet means

That there is no Cheburashka, there is no Hottabych.

As if no one has ever in this world

And never heard of Moidodyr,

That there is no Dunno, liar-klut,

That there is no Aibolit, and there is no uncle Styopa.

Surely it is impossible to imagine such a thing?

So hello, smart, kind word!

Let books, friends come into houses!

Read all your life - get smart!

Parents are often concerned about Should preschoolers be taught to read?? There are many disputes about this. Some recommend not to rush and not to force the child learn to read before school, others advise to lean on the alphabet from the age of five, while others develop methods for raising geniuses by teaching them to read from the cradle. Let's try to figure it out.

Of course there are arguments against teaching preschoolers reading: we take away childhood from children; reading can harm your eyesight; a child of 6 years old will not be able to master reading, etc.

But arguments for teaching children to read more:

A normally developing child of 5-6 years old has a fairly well-formed oral speech, which is the basis for the development of written speech;

The early start of literacy training contributes to the formation of spelling literacy (the child repeatedly sees, reads the word, remembers its graphic image) ;

Reading develops mental activity, memory, attention;

In the process of reading, knowledge of the environment occurs.

According to well-known domestic authors D. B. Elkonin, E. A. Bugrimenko, G. A. Tsukerman and others, at home, the ability to read can come to a child as naturally as the ability to walk and talk. The skill of reading must be formed in childhood, to instill a love of books.

To help unfold this natural course of events, you can create the following for the child: terms:

Parents should set an example for their children reading books, newspapers magazines;

From time to time, it is advisable to take children to the library, where they can look through, look at and choose books that are interesting to them. Often, exhibitions are arranged in libraries, which may also interest the child;

At home, the child should have enough materials for reading books, magazines, educational games;

The atmosphere at home should be calm. When working with children, parents need to be patient;

When selecting reading material, take into account the interests of the child: stories about animals, circus, travelers;

Use every opportunity to communicate with your child, answer all his questions about books, characters and everything else;

Encourage your child's verbal creativity. Write down stories, fairy tales, histories, poems composed by him. Let the kid dictate his own stories;

Make cards for your child with everyday words. From time to time show the word used by the child written on the card;

Get an alphabet for the baby, cubes with letters, a cash register of letters. Some benefits can be made by yourself or with children;

Allow children to freely use pencils, felt-tip pens, paper, scissors, a ruler, etc.

Initially, children want learn to read. And the task of parents and teachers is to support and develop this desire. For this necessary not so much - just to conduct regular and enjoyable activities in a playful way. The regularity and pleasantness of classes are interconnected. If classes are irregular, then the child forgets the material covered, cannot answer questions, and therefore classes become unpleasant. And if they are unpleasant, then children will avoid them, and regularity will be lost.

Stages of mastering reading:

Acquaintance with sounds and letters;

Merging sounds into syllables;

Composing words from syllables;

Reading words and sentences.

Initial principle of learning preschoolers literacy is that the child's acquaintance and work with letters must be preceded by a pre-letter, sound period of learning. A letter is a sign of sound. Way preschooler to literacy lies through games of sounds and letters.

The main task of teaching literacy is to develop in children the ability to navigate in the sound-letter system of their native language and, on this basis, to develop interest and abilities in reading.

At the preparatory stage, it is important to form ideas about the basic laws speeches:

Speech consists of sentences, and sentences of words;

There are many words, they name objects, their signs and actions;

Words are made up of sounds, they are long and short;

Sounds in words are pronounced differently (ideas are formed about vowels, consonants, hard and soft, voiced and deaf sounds)

The main task of the preparatory period for learning to read is the formation of the ability to highlight words in a sentence, divide words into syllables, highlight any sound, i.e., analyze the sound structure of a word. And only then it is possible to start directly learning reading:

Acquaintance with all letters of the Russian alphabet;

Learning some spelling rules;

Mastering the syllabic and continuous way of reading

At the first stage, the child studies hear and distinguish different sounds in words. He learns that sounds are vowels and consonants; consonants are hard and soft, voiced and deaf, and that each sound has its own designation - a letter.

Then comes another stage - the child studies put sounds into syllables. First, simple syllables consisting of two sounds are mastered, then complex ones.

And, finally, when the child has mastered and mastered the principle of reading syllables, he begins to put syllables into words. Words, short at first, gradually "grow", and very soon the child moves from reading words to reading sentences and short stories.

And, it turns out that the baby already knows how to read!

The most common mistakes in learning to read

At the first stage - acquaintance with sounds and letters - the most common mistake is the confusion in the names of sounds and letters. Parents, naming a letter, pronounce exactly the name of the letter, and not the sound ( "ka", not [K], "er", not [R]). And this leads to the fact that the baby will to read, for example "kaerot", instead of "mole".

In the third stage of learning to read (composing words from syllables) kids often "string" letters one on top of the other until a word comes out, instead of stacking syllables (m-e-d-in-e-d, not honey-because). Remember, at this stage of learning to read, the basic unit is the syllable, not the letter. Stringing letters and reaching the end of the word, the baby simply cannot understand read.

Child reads mechanically, that is, he simply adds syllables, but does not understand what he has read. In order to avoid this mistake, ask the child to explain or retell what he has read.

If one of your family members has speech defects (stutters, lisps, he should not participate in teaching the child to read. The correct formation of the grammatical structure of the child's speech is highly dependent on the speech culture of his parents.

must be taken into account that in children with a phlegmatic temperament, that is, with slow thinking, speech and actions, the learning process is not as fast as in their peers with more mobile processes of the nervous system. Having mastered the literacy read they are calm and unhurried, as opposed to restless and excitable children who learn to read and count quickly, but, showing haste, they make many mistakes at the same time. But the main thing that parents should remember is that you cannot forcefully teach a child to read. Do not scold the baby and do not compare him with other more capable children, this will only slow down the learning process.

If your child does not have speech, attention, memory, thinking, visual perception, then learning to read will be difficult for the baby, and will take a huge amount of strength from both mother and child. That is, if a child does not pronounce sounds, confuses syllables in words, pronounces them incorrectly, then even at 5-6 years old not worth learning to read. Better take it first preschooler to a speech therapist.

However, some preschoolers actively refuse learn to read. The reasons may be different, including the maturation of the brain and its structures. Reading is a complex activity, the implementation of which requires the interaction of various functions of the brain with other body systems, especially visual-motor. Often a child who does not want learn to read, you have to give it time so that the maturation of the organism occurs, and at some stage it will begin learn to read willingly. Likewise, a child who often adults read, does not want to make efforts to master the skill of reading. He does not develop a cognitive need for reading, as it is instantly satisfied by an adult. In such a case, you can use the following reception: start to read a story that is interesting to the child, and then interrupt the reading, citing urgent matters. Do this repeatedly so that the child experiences unsatisfied curiosity. Kids today don't want read more because that too much information is obtained from the media, in particular television. The images created on the screen are presented in finished form, and reading, necessary make serious efforts to create an image - to force your own imagination to work.

Good reading it is easier for a child at school, because at first, due to the reading skill, he gains confidence in success, he does something faster than others, evaluates himself more highly. Psychologists have found that reading children have higher self-esteem than their non-reading peers.

In autumn, kindergartens should start working according to the new standard. A similar document for preschool educational institutions in Russia is being developed for the first time. What awaits the kids and their parents? This is told by one of the developers of the project of the Federal State Educational Standard for Preschool Education, Director of the Institute of Sociology of Education, Academician of the Russian Academy of Education, Professor Vladimir Sobkin.

Children in the kindergarten do not need to be taught in the school sense of the word. They are not ready for this yet. If they are overloaded with knowledge and lessons in advance, this will not help develop the intellect, but will interfere with harmonious development. Each lesson has its own age, in kindergarten you need to play with the kids, and not arrange a semblance of lessons. Many educators are already working on this principle. Now there will be a single document that will oblige to spread this practice. The new standard will make it so that the entire system of public preschool education will work for the child and be built around his interests.

In my childhood, kindergarten was a stage of preparation for school. It was there that we were taught how to behave in the lesson, raise our hand, talked about triangles and letters. Now it won't?

Vladimir Sobkin: I am against the scalarization of preschool education. Let the children be taught by the primary school teacher. For the teacher, in fact, it is not too important that the students already know the printed letters, count a little. It is more important that they can fix their attention, they have developed correct speech, voluntary behavior, formed moral criteria, they were inquisitive and open to the world, they felt protected, they were not afraid of the new.

When a child has all this, he is ready for school, it is easy and interesting to teach him. But this readiness is not formed at the desk. Children are so arranged that for them the main way of knowing the world is a game. A game with images - the guys put on masks, and Lara became Squirrel, and Alyoshka became Mishka. And Mishka turns to Squirrel, and not to Larochka. It would seem, what is important here? But then, a little later, when they start learning letters at school, it will be easier to understand how a squiggle on paper can represent a sound. Readiness for school should be formed not by modeling the behavior of a student in the classroom, but by such games.

In Russia, a new level of education is emerging - preschool. It is built into the chain: kindergarten-school-university-work. Do you think educators are ready to become the basis of such a pyramid?

Vladimir Sobkin: In my opinion, this is the wrong setting. As if only adults live, and children are preparing for life all the time. Students - to work, schoolchildren - to enter universities, kindergarteners - to study at school. But life begins from birth, and a person should be happy and successful at all stages.

In kindergarten - the Garden of Eden, if you remember where the name came from - you have to do one thing, at school - another.

Is it really so important how and what they will do with children in the kindergarten? As long as everyone is healthy...

Vladimir Sobkin: When one teacher works with a group of 30 kids, it is difficult to demand from him some kind of development of his wards. At best, he will help everyone undress and dress, make sure that everyone eats and goes to bed during the day. And if in such a situation the teacher tries to play with the children, then a very strange picture is obtained. The teacher turns out to be a player, and the children - chips or cubes, the object of the game. It is not right. The guys should play themselves, and the adult should only direct their actions, introduce the rules, explain them, and be the arbiter. In large groups, the educator is physically unable to pay attention to everyone, to follow his development and health. Although the educator, as a professional, can and should draw the attention of parents to mental problems, speech difficulties, advise them to contact a psychologist or speech therapist. Moreover, these specialists should be in every kindergarten.

But not everyone goes to kindergarten. Many "sit" with grandmothers, with mothers. Who is more likely to live a full childhood - a home child or a "kindergartener"?

Vladimir Sobkin: The family is a great blessing for the child. And parents, of course, can give and give for their baby much more than any other adult. But there is one big "but". More precisely, even two. First, at home, children are deprived of the experience of communicating with their peers. And there is almost nowhere to get it. Previously, all the kids played in the yard, in the summer - on the streets of summer cottages. Now this is not. Parents are afraid to let the little person out alone on the street. They themselves cannot accompany him all the time either. Therefore, home children of even the most wonderful mothers and fathers are deprived of the experience of life in a team, the experience of communication. They do not develop important social skills.

And the second very important point. We conducted research and found that less than half of the parents play with their kids or read books every day. By the age of five or seven, about 60 percent of children are deprived of one or the other. Why parents allow themselves not to devote time to the child is a separate issue. But to compensate for the lack of warmth and attention is possible only in kindergarten.

To what extent does the standard restrict the right of a family to raise their own child?

Vladimir Sobkin: The standard is a guideline. He is actually sane and sane. But if parents want to raise their baby differently, no one will interfere with this. Although, I think any reasonable parent will find in this standard something useful and important for their upbringing system.

But will our kindergartens be able to take and rebuild from a "luggage office" into a "development garden of Eden" like this?

Vladimir Sobkin: The transition to the new standard will take several years. Somewhere teachers are already working on similar principles. There the process will go faster. But we still need new teachers. Moreover, the account goes to tens of thousands of specialists. They need to be found and learned. We need to build new gardens. Because it is important not only the number of square meters per child, but also the ratio of adults and children. If there are more than 15 pupils in groups, it is unlikely that teachers will be able to correctly implement what is written in the standard. Therefore, following our standard, management decisions will need to be made. To make the work of an educator prestigious, to open new gardens. This is the concern of the authorities, it will require political will.

Many parents fear that with the introduction of a new standard on the sly, kindergartens will dramatically increase fees for attendance. Is there such a danger?

Vladimir Sobkin: By law, all educational services within the framework of the standard, the state is obliged to provide free of charge. But parents pay for food, supervision and care. Some officials, when they saw our standard, for some reason immediately decided that now the budget would have to be paid only for the time that the teacher is doing something developing with the children. And everything else can be safely shifted to the shoulders of families. We had to explain that this is not so.

When a child comes to the kindergarten and the teacher helps him to change clothes - is this supervision or training? I believe learning. Because they explain to the baby how and what to take off, how to fold, what to wear in return. It is very difficult to educate in the classroom, you can educate only by your behavior and example. It is very important that a positive-minded adult meets the child in the kindergarten. This is also an educational moment. Therefore, we insist that any actions of a teacher with children are an educational service within the framework of the standard. But the work of a cook, a housekeeper and everything else is no longer education, these are the very care and attention. This part of the cost may have to be paid by the parents.