Planning the organization of communication of children in different age groups, in different types of activities
performed:
educator Koraeva Anzhelika Aslanovna
MBDOU DS No. 11 "Alyonushka"
Planning is the advance determination of the sequence of the implementation of educational and educational work, indicating the necessary conditions, means, forms and methods.
When we talk about planning, it is necessary first of all to determine the main types of activities that should be reflected in the work plan. These include the following types:
The game. The main type of independent activity of a preschooler is a plot game, the specificity of which lies in the conditional nature of the actions. The game allows the child in an imaginary situation to carry out any actions that attract him, role-playing functions, to be included in a variety of events.
Along with play, a significant place in a child's life is occupied by the free productive activity of children (constructive, visual, etc.). As in play, the child's developmental opportunities are enriched here.
Classes. A significant place in the life of a kindergarten belongs to classes. They are aimed at transferring knowledge, skills, and abilities by the teacher to the child.
One of the most effective ways of teaching children in the classroom is didactic play. The rules of the game contain pedagogical tasks, the didactic material contains play methods of actions that the child learns.
Subject-practical activity. Traditionally refers to the field of labor education. Develop the natural need of children to imitate the actions of adults; to stimulate independent forms of manifestation of the activity of children. It is not specifically labor skills and abilities that make up the content of labor education and training in kindergarten, but the development of the ability to use things and tools of their own free will in subject-based practical activity.
The enrichment of the social experience of children is facilitated not only by communication with different children, but also with different adults. The active participation of parents in the life of the kindergarten is necessary not only during the absence of children (parent meeting, washing windows, etc.). It forms a full-fledged social environment, contributes to the establishment of the unity of the family and kindergarten.
Personal time. The rules of the life of children should provide for a place for a varied and free manifestation of the interests of the child himself. This is not only holidays, but also just a time when he can do his favorite thing, knowing that he will not be forced to do any other activities. Having free time and being able to fill it is no less important for a child than participating in collective activities.
To create a system in planning in a preschool educational institution (hereinafter - preschool educational institution), several different types of planning are used:
- Long-term development plan or program development of preschool educational institutions, compiled for 3 years;
- Annual plan of the preschool educational institution;
- Thematic plans (for the main types of activities);
- Individual plans of specialists and administration;
- Scheduling and long-term planning in a specific age group.
Planning principles
Compliance with the optimal teaching load for children.
Compliance of the planned pedagogical process with the physiological growth and development of children (biorhythms are taken into account, complex classes are planned on Tuesday, Wednesday).
Taking into account the medical and hygienic requirements for the sequence, duration of the pedagogical process, and especially for the conduct of various regime processes.
Consideration of local and regional climate characteristics.
Taking into account the season and weather conditions. This principle is implemented during walks, hardening and health-improving activities, ecology classes.
Taking into account individual characteristics (it is necessary to know the type of the child's temperament, his hobbies, advantages and disadvantages, complexes in order to find an approach to his involvement in the pedagogical process).
Reasonable alternation in terms of organized and independent activities (classes, games, circle activities, joint work of children and a teacher, as well as free spontaneous play activities and communication with peers).
Taking into account the changes in the working capacity of children during the week when planning classes and the requirements for their compatibility (planning classes with a maximum mental load on Tuesday and Wednesday, alternating static classes with classes with high physical activity).
Taking into account the level of development of children (conducting classes, individual work, games by subgroups).
The relationship between learning and development processes (learning tasks are planned not only in the classroom, but also in other activities).
Regularity, sequence and repetition of educational influences (one game is planned several times, but the tasks change and become more complicated - to introduce the game, learn the rules of the game, follow the rules, cultivate a benevolent attitude towards children, complicate the rules, consolidate knowledge of the rules of the game, etc.)
Conditions conducive to successful planning
- Knowledge of software tasks.
- Knowledge of the individual capabilities and abilities of children.
- Using the principle of repetition with the complication of tasks (3 - 4 times) with a small interval.
- Joint planning by both educators. As well as a constant exchange of views on the results of observations of children: how they learn the material they have learned, how they perform their duties, what are their skills of culture of behavior, the manifestations of which character traits were observed, and so on. Thus, the main part of the plan is outlined by both educators, and the details - each separately.
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Content
Introduction …………………………………………………………………….… 3
1. The game and development of the personality of the preschooler …………………………………… .4
2. Development of the personality of a preschooler in labor activity ……………… .25
3. Studying the development of creativity of preschoolers in visual activity …………………………………………………………………………… ..30
Conclusion ……………………………………………………………………… 51
Introduction
Communication is the main condition for the development of a child, one of the most important factors in the formation of a personality, one of the main types of human activity, which is aimed at cognition and self-esteem through the mediation of other people. From the first moments of a child's life, communication is one of the most important factors in mental development.
Recently, teachers and parents have increasingly noted with concern that many preschoolers experience serious difficulties in communicating with their peers. This, as a rule, is expressed in the inability to find an approach to a communication partner, maintain and develop established contact, coordinate their actions in the process of any activity, adequately respond and express their sympathy for a particular child, difficulties are noted in the ability to empathize in sadness and enjoy the success of another person all this leads to various kinds of conflicts and misunderstanding of the interlocutors of each other.
The child learns the basic norms of behavior in the first place in the family. They are reflected in the process of his communication with peers. Interest in peers appears later than in adults. The development of communication with other children is influenced by the nature of the activity and the availability of skills for its implementation. Kindergarten is the first social association of children, different relationships are manifested here. The attitudes of preschoolers change depending on the age. They are assessed for their business, personal and moral qualities.
Attending kindergarten, children with great desire unite in games, work, joint activities. Some children develop friendships. It is very important to carefully study these independent "groupings". It is necessary to guide the activities of children and their relationships, to look for the right ways to create new children's associations.
1. Play and personality development of a preschooler
The game is a huge bright spot
through which to the spiritual world of the child
a life-giving stream of ideas pours in
and concepts of the surrounding world.
The game is the spark that ignites the fire
inquisitiveness and curiosity.
V.A. Sukhomlinsky
Childhood is a large and responsible period in the mental development of a person. During this period, play is a natural companion in a child's life, a source of joyful emotions, and has great educational power.
Outstanding psychologists L.S.Vygotsky, A.V. Zaporozhets, A.N. Leontiev, L.A. Lyublinskaya, S.A. Rubinstein, D.B. Elkonin consider play to be the leading activity in preschool age, which is the main content of a child's life , thanks to which significant changes take place in his psyche, qualities are formed that prepare the transition to a new, higher stage of development.
All aspects of the personality are involved in the play process: the child moves, speaks, perceives, thinks; his imagination and memory are actively working in the game, emotional and volitional manifestations are intensified. Game activity affects the formation of the arbitrariness of all mental processes: voluntary behavior, attention and memory develop. Therefore, play is of great importance for the general mental development of a child.
Elkonin D.B. emphasized that play is a complex psychological phenomenon that gives the effect of general mental development. According to KD Ushinsky, the child “lives” in play and the traces of this life remain deeper in him than the traces of real life.
Play occupies a very important, if not central, place in the life of a preschooler, being the predominant type of his independent activity. In Russian psychology and pedagogy, play is viewed as an activity that is very important for the development of a preschool child; it develops actions in representation, orientation in relations between people, initial skills of cooperation (A. V. Zaporozhets, A. N. Leontiev, D. B. Elkonin, L. A. Venger, A. P. Usova, etc.).
Children's play includes two main types: creative play and rule-based play. The general characteristic of the game is that this activity is optional, not related to the achievement of utilitarian goals, an activity that gives pleasure. But at the same time, each of these types has its own specific characteristics that significantly distinguish them from each other, and have different meanings in the development of the child.
1. Games with rules make it possible to systematically train children in the development of certain skills, they are very important for physical and mental development, education of character and will. Without such games, it would be difficult to carry out teaching and educational work in kindergarten. Children learn games with rules from adults, from each other. Many of them are passed down from generation to generation, but educators, when choosing a game, must necessarily take into account the requirements of the present.
According to the content and methods of playing the game with the rules, they are divided into two groups: didactic and mobile.
Didactic games contribute mainly to the development of the child's mental abilities, since they contain mental tasks, it is in the solution of which the meaning of the game lies. They also contribute to the development of the child's sense organs, attention, memory, logical thinking. Note that a didactic game is an effective method of consolidating knowledge; it should by no means turn into an educational activity. Play only captures the child if it gives him joy and pleasure.
Outdoor games are important for the physical education of preschoolers, since they contribute to their harmonious development, satisfy the kids' need for movement, and contribute to the enrichment of their motor experience. Two types of outdoor games are conducted with preschool children - story games and game exercises (non-plot games).
The basis of plot-based outdoor games is based on the child's experience, his idea of the world around him (actions of people, animals, birds), which they reproduce with movements characteristic of a particular image. The movements that children perform during the game are closely related to the plot. Most of the story games are collective, in which the child learns to coordinate his actions with the actions of other players, not to be capricious, to act in an organized manner, as required by the rules.
2. Creative gamesmake up the most saturated typical group of preschoolers' games. They are called creative because children themselves determine the purpose, content and rules of the game, reflecting mainly the surrounding life, human activities and relationships between people.
A significant part of creative games are role-playing games "in someone" or "in something".
Organization and management of creative games for preschoolers in the morning and afternoon
I carried out observation of the game activity in kindergarten No. 29 from 24.11.2014. until 12.12.2014 The teacher uses all types of games (didactic, role-playing, mobile, construction and other games). Games are displayed both in joint and independent activities. Games are also used in GCD. All kinds of games are reflected in the plan. Thus, the educator in his activities uses different types of games: both creative and games with rules.
In independent activities, children can play independently. I noted that the themes of role-playing games are very diverse, there is also a mixed theme. The girls preferred both games that were typical for them (“mothers and daughters”, a shop, a hospital, a hairdresser's) and those that were not typical (a taxi driver, a sales representative). In the process of organizing the games, the children were quite independent, all the games arose on their initiative. The intervention of the teacher was required only when conflicts arose. Conflicts arose over difficulties in the distribution of roles, the choice of attributes, as well as conflict situations arose when the child did not want to reckon with the generally set rules or he was not satisfied with any participant in the game. The number of playing groups is from 3 to 5 people. Of the 20 children, 10 did not take part in the games due to the fact that they were busy with individual lessons, 4 children did not show interest in plot games, preferred other types of activities (drawing, construction).
I conducted a conversation with the children in order to identify their attitude to the game.
Analysis of answers to the question, “What games do you like to play in kindergarten? is shown in Figure 1.
picture 1
To the second question of the conversation, “What games do you play at home?”, 82% of girls answered that in “Daughters and Mothers” (“dolls”), 35% of boys at home prefer to play “Transport”, “War” (“ in cars and toy soldiers "), in computer games (55%), in a construction set (10%).
To the third question of the conversation, "Who do you play with at home?", The children answered as follows: 55% play alone, 19% with their parents and 26% with brothers and sisters.
Analysis of observations of the play activity of preschoolers
As an example, consider the role-playing game "School"
Educator: "Guys, you have already become big, you will soon go to school, but let's try to play school."
Anya: "Let's play school !!!"
Alyona: "Okay, but I will be a teacher and you will be students!"
Natasha: "No, I want to be a teacher!"
Educator: “Girls don't quarrel. Let's each take turns in the role of a teacher, okay? "
Misha: "I'll take my bag now as if it were my school bag."
Kate: "I'll take the bag too!"
Educator: "Ok, get ready to play."
Alyona: "Hello children. I am your teacher and today we have a writing lesson. Take out your notebooks and pens and write those hooks that I have drawn on the blackboard in my notebook. "
Misha: "I can't see what is drawn there, I want to write what you want in a notebook myself!"
Alyona: "Today I am a teacher and you have to obey me, let's write in notebooks!"
Anya: "I have already drawn everything, check my notebook"
Natasha: “I have already painted and I want a math lesson. Let there be mathematics! "
Lisa: “And I want a drawing lesson. I want to draw in a notebook and not do math. "
Alyona: “Calmed down. Now I will check how you wrote the hooks in your notebooks "
Natasha: "I was the very first to make the hooks"
Alyona: “Well done, Natasha, I will give you a good mark. And now we will count the apples that I will show you. "
Misha: "You have 2 apples"
Alyona: "Not right"
Lisa: "You have three apples"
Alyona: "Well done! I counted "
Natasha: "I want to be a teacher now, I'm tired of being a student"
Educator: "Alyona. Let Natasha be a teacher now "
Natasha: “Now you have a reading lesson. Who will read a poem to me "
Misha: "I know a poem about a clubfoot bear!"
Natasha: “Okay, tell me! Well done"
Lisa: "I also know a poem about autumn"
Anya: “I’ll tell you a verse about winter and I don’t want to play anymore”
Educator: "Anya, why don't you want to play?"
Anya: "I also want to be a teacher, I want to run and jump in class, not read."
Educator: "Now Anya will teach you a physical education lesson"
Anya: "We walked across the room, now we ran, and now we crawl on our haunches."
Misha: “I’m tired of playing school and I don’t want to play anymore”
Natasha: "I also want to play other things"
In this game, the children reflected the relationship between the teacher and the students.
The theme of the game is the phenomenon of life that will be depicted: family, kindergarten, school, travel, holidays. The same theme includes different episodes depending on the interests of the children and the development of fantasy. Thus, different stories can be created on the same topic. Each child depicts a person of a certain profession (teacher, captain, driver) or a family member (mother, grandmother). Sometimes the roles of animals, characters from fairy tales are played out. Creating a playful image, the child not only expresses his attitude towards the chosen hero, but also shows personal qualities. All girls are mothers, but each gives the role its own individual traits. Likewise, in the role of a pilot or an astronaut, the features of the hero are combined with the features of the child who portrays him. Therefore, the roles can be the same, but the game images are always individual.
Numerous observations show that the choice of play is determined by the strength of the child's experience. He feels the need to reflect in the game and everyday impressions associated with the feelings that he has for loved ones, and unusual events that attract him with their novelty.
The task of the educator is to help the child choose the brightest from the mass of life experiences, those that can serve as the plot of a good game. The experience of the best teachers convinces us that the only correct way to control the game is to create interest in a particular event in life, to influence the imagination and feelings of children. In order to make an interesting game, it is not enough that the children only see how they build a house, transport goods, sew clothes, etc. If you limit yourself to this, the guys will only imitate the actions of adults, not realizing the significance of their work. As a result, the game will be poor and lacking in content. It is necessary to deeply excite children with the events of life, labor exploits of people, so that they want to imitate them, experience with them. A book, a picture, a film, a puppet theater helps to accomplish this task. If in younger groups it is only important to teach children to deliberately choose a game, then with older preschoolers it is necessary to jointly discuss not only the theme of the game, but also outline a plan for the development of the plot in general terms, determine the activities of each of the players. Of course, the game plan can only be indicative, as the plot develops, a lot of new things are introduced into it, but everyone's invention is subject to a common goal. The teacher, thus, guides the game, directs its content, influences the relationship of children.
Children choose the playing role in accordance with their interests, their dreams of a future profession. They are still childishly naive, they will change more than once, but it is important that the child dreams of participating in work that is useful to society. Gradually, in the child's play, general ideas about the meaning of labor, about the role of various professions are formed.
Most games reflect the work of adults: children imitate the household chores of mothers and grandmothers, the work of an educator, doctor, teacher, driver, pilot, astronaut, etc. him participation.
The content of children's games is diverse: they reflect the life of the family and kindergarten, the work of people of different professions, social events that are understandable to the child and attract his attention. The division of games into household, industrial and social games is conditional. In one and the same game, elements of everyday life, work and social life are often combined: the mother takes her doll daughter to kindergarten, and she herself hurries to the factory; parents with children go to a festive demonstration, to the stadium. But in every game there is a predominant motive that determines its content, its pedagogical significance.
Playing with dolls in mothers and daughters has existed at all times. This is natural: the family gives the child the first impressions of the life around him, the parents are the closest, beloved people whom one wants to imitate first of all. It is also natural that dolls mainly attract girls, because mothers and grandmothers take more care of children. However, if the boys do not inspire contempt for such games (“why do you need a doll, you’re not a girl”), and they are happy to be dads, do household chores, and carry babies in a stroller.
Observing the behavior of the child in the game, one can judge about the relationship of adults in the family, about their treatment of children. These games help to educate children to respect their parents, elders, the desire to take care of the kids. By imitating the homework of adults, children learn some household skills: dusting doll furniture, sweeping the floor in their “house”, washing doll linen. Life in kindergarten also provides a rich material for play activities, especially in younger groups, when the child receives many new experiences. The game reflects the daily life of the kindergarten and extraordinary joyful events: a New Year tree, a visit to a puppet theater, a zoo.
In all kindergartens, children carry trucks, travel on trains, on ships, and fly on airplanes. Construction is underway throughout our country, and children tirelessly build houses, factories, and new cities. These games reflect the specifics of the work and life of each republic, each region. Thus, through play, children's interest in various professions is consolidated and deepened, and respect for work is brought up.
The structure of the plots in the older group is very diverse; in this game, the children reflected a one-dark game - the game of school. However, this game was multi-character, because there were students and a teacher and there were different lessons that the children liked.
D.B. Elkonin paid great attention to the game. Studying the games of children 3–7 years old, he identified and characterized four levels of its development.
First level:
1) actions with certain objects aimed at an accomplice in the game. This includes the actions of a “mother” or “doctor” directed at a “child”;
2) the roles are determined by the action. Roles are not named, and children in play do not use real relationships between adults or between an adult and a child relative to each other;
3) actions consist of repetitive operations, for example, feeding with the transition from one dish to another. In addition to this action, nothing happens: the child does not replay the process of cooking, washing hands or dishes.
Second level:
1) the main content of the game is the action with the object. But here the correspondence of the game action to the real one comes to the fore;
2) the roles of children are called, and the division of functions is outlined. The fulfillment of a role is determined by the implementation of actions associated with this role;
3) the logic of actions is determined by their sequence in reality. The number of actions is expanding.
Third level:
1) the main content of the game is the performance of actions arising from the role. Special actions begin to stand out that convey the nature of the relationship to other participants in the game, for example, an appeal to the seller: "Give me bread," etc .;
2) the roles are clearly delineated and highlighted. They are called before the game, determine and direct the child's behavior;
3) the logic and nature of actions are determined by the role assumed. Actions become more varied: cooking, washing hands, feeding, reading a book, going to bed, etc. There is a specific speech: the child gets used to the role and speaks as required by the role. Sometimes in the course of the game, real-life relations between children can appear: they begin to call names, swear, tease, etc .;
4) the violation of logic is protested. This is expressed in the fact that one says to the other: "This does not happen." The rules of behavior are determined to which children must obey. The incorrect performance of actions is noticed from the outside, this causes grief in the child, he tries to correct the mistake and find an excuse for it.
Fourth level:
1) the main content - the performance of actions related to the relationship to other people, the roles of which are played by other children;
2) the roles are clearly delineated and highlighted. During the game, the child adheres to a certain line of behavior. The role functions of children are interrelated. Speech is clearly role-playing;
3) the actions take place in a sequence that clearly recreates real logic. They are varied and reflect the richness of the actions of the person portrayed by the child;
4) violation of the logic of actions and rules is rejected. The child does not want to break the rules, explaining this by the fact that it really is, and also by the rationality of the rules.
Having analyzed my observations of play activity, I can conclude that the development of play in this group, according to D.B. Elkonin, is at the third level.
It is often possible to observe how long and enthusiastically children are making crafts, preparing for the game in a certain way: sailors build a ship, make lifebuoys, doctors and nurses equip a polyclinic. Sometimes the child introduces a playful image into real work. So, putting on a white apron and a kerchief to make cookies, he turns into a worker in a confectionery factory, and by cleaning the site, he becomes a janitor.
Guiding creative games is one of the most difficult sections of the preschool education methodology. The teacher cannot foresee in advance what the children will come up with and how they will behave in the game. But this does not mean that the role of the educator in creative play is less active than in class or in games with rules. However, the uniqueness of children's activities also requires original management techniques.
The most important condition for the successful management of creative games is the ability to win the trust of children, to establish contact with them. This is achieved only if the teacher takes the game seriously, with sincere interest, understands the intentions of children, their experiences. Children willingly tell such a teacher about their plans, turn to him for advice and help.
The question is often raised: can and should the teacher interfere with the game? Of course, he has such a right, if it is required in order to give the game the right direction. But the intervention of an adult will only be successful when he enjoys sufficient respect and trust in children, when he knows how, without violating their plans, to make the game more fun. The game reveals the characteristics of each child, his interests, good and bad character traits. Observing children in the process of this type of activity gives the teacher a wealth of material for studying his pupils, helps to find the right approach to each child. The main way of upbringing in the game is the influence on its content, that is, on the choice of the topic, the development of the plot, the distribution of roles and on the implementation of game images.
Children should not be offered ready-made game plots developed by a teacher. In play, children imitate the activities of adults, but do not copy it, but combine their ideas, express their thoughts and feelings. And if they are offered to act according to the plan of the educator, to copy these images, then this will suppress their imagination, independence, immediacy.
The organization of the play team and the formation of the personality of each child in this team is one of the most important and very difficult issues of pedagogy in childhood. This complexity is caused by the dual nature of the experiences and relationships of the players. Carrying out his role with enthusiasm, the child does not lose the sense of reality, he remembers that in fact he is not a sailor, and the captain is only his companion. Externally showing respect to the commander, he, perhaps, experiences completely different feelings condemns him, envies him. If the child is strongly attracted by play, if he has consciously and deeply entered the role, play experiences overcome selfish impulses. The task of the teacher is to educate children on best examples from the life and activities of people that contribute to the formation of positive feelings and motives.
When organizing a game, difficult questions arise before the teacher: every child wants to be in charge, but not everyone knows how to reckon with the opinion of their comrades, to fairly resolve disputes. Choosing an organizer requires a lot of care. Not everyone can cope with this role, but all children need to be fostered with activity and organizational skills. For example, the guys decided to make a sea voyage, and many want to become a captain. The teacher, based on the concept of the game, reminds children of what they have seen, read, says that, besides the captain, there are many other interesting professions on the ship: assistant captain, radio operator, pilot, and suggests thinking and deciding who to assign to this or that role. Children themselves remember that they need a cook, a doctor. "Is there a library on the ship?" a book lover asks. It turns out that everyone likes the job. The educator talks about the responsible work of sailors, and this role also becomes attractive.
It is especially difficult for the educator to manage the game when it has already begun. While the plot is being discussed and the children have not yet entered the image, the teacher can give advice, without changing, however, the child's intention. Careless intervention during role-playing can destroy the child's image. If the educator understands the intentions of the children, their experiences, then in order to propose a new interesting episode, to give the game a new direction, he must come into play in some role and turn to the children as to the characters.
For example, there are two planes at the airport, passengers are moving from one to the other, there is no order. The teacher in the role of a passenger asks: “Comrade chief, who announces the boarding? What plane goes to Leningrad? " The chief picks up the idea, organizes a dispatcher's office, negotiates with the dispatcher which plane will go earlier, and takes care of the organized landing of passengers.
By organizing the games correctly, the educator helps each child find his place in the play team and become its active member, educates him as a good companion, fair and modest.
Each child needs an individual approach, even if his behavior in the game does not cause any anxiety in the teacher. Children who are timid, insecure, who, because of this, seem uninitiated, require special attention. We strongly object to dividing children into group assets and liabilities. The child's imaginary passivity is largely due to the fact that it is difficult for him to immediately enter the life of the collective, and adults do not help him in this, do not understand his interests. Many facts show how such a child transforms if he finds the support of an educator, how his creative abilities and organizational skills flourish.
The teacher also has many difficulties with children who are too lively, bold, and proud. They are for the most part the ringleaders of the games, and the guys willingly obey them. By supporting and developing the organizational skills of these children, it is necessary to instill in them modesty, a sense of responsibility, respect for comrades, and the habit of reckoning with other people.
During the game, there are many moments that require the teacher's subtle observation and resourcefulness, the ability to unite children to complete the game task, to distract from imitation of the bad. For example, in games, arguments and even quarrels between children can break out. Their reasons are different, and with the age and development of children, the nature of conflicts changes. Toddlers most often quarrel over possession of a toy. The teacher will easily reconcile them by offering an equally attractive doll or car. At an older age, misunderstandings may arise due to the fact that in joint play, children do not always understand each other.
For example, two girls are playing kindergarten. One put the dolls to bed, the other picks them up, puts them in the car. A quarrel ensues. The teacher finds out that the second girl has an interesting idea - to take the dolls to the dacha. They agree that the children will first sleep and then go to the dacha.
Children of five or six years old have already accumulated experience of playing together, they are able to explain their plans to their comrades, but conflicts sometimes arise in a well-organized, friendly playing team. Preschoolers of this age develop self-esteem, which must be given the right direction so that it does not develop into conceit, vanity. Disputes can arise when choosing a game (everyone wants to be accepted), when distributing roles, when introducing new episodes into the plot. The caregiver's attentive, empathetic guidance helps to resolve conflicts fairly. Gradually, the teacher teaches children to do it on their own. Sometimes there are curious disputes about how the hero of the game behaves in life, how the machine actually works. Such disputes are useful for clarifying the ideas of children, for fostering their curiosity.
Each child should be involved in collective games, children should feel and understand that it is interesting to play together. But this does not mean that there should not be games alone in kindergarten. Even the most sociable child of any age has a desire to make a building on his own, to play alone with his favorite toy. Such games are especially useful for easily excitable children who get tired of peer society. It is often possible to see how long, with concentration the child builds something or acts out scenes with the help of toys, acting as a director and speaking for all the characters. Individual games help the teacher to identify the characteristics of the child and find an approach to him.
The children were fascinated by the game of astronauts for many days. They set up a cosmodrome, built a rocket. The cosmonaut corps conducted trainings, doctors examined them, cooks prepared food. The designers of the spacecraft showed a lot of interesting inventions and ingenuity. They did everything on their own, turning to the teacher for advice, sharing their projects with him. But this independence, ingenuity is the result of the knowledge obtained previously in the classroom and in the course of the game, formed by the educator of constructive skills, and imparted organizational skills.
Having done a lot of preparatory work, the teacher continues to closely follow the development of the plot, the nature of children's relationships, helps to resolve controversial issues, gives the game the right direction with advice, suggestions. The success of the management of play activity largely depends on whether it is possible to link it with the work activity of children. The child's desire for independence is also manifested in the fact that he is never content with ready-made toys, no matter how good they are.
The process of making toys comes into play as one of its stages, during which the child can fully demonstrate his activity and independence. Starting with the younger group, children should be taught to prepare everything they need for the game. For example, the kids decided to celebrate the doll's birthday. The teacher offers to prepare a treat for the birthday girl and shows how to mold sweets and cakes from plasticine. Then, as a gift to the doll, children make drawings, small toys from plasticine. In the future, preschoolers are taught to make toys from cardboard, wood, from another material suitable for this purpose, which is in every home (boards, boxes, coils, scraps of matter, etc.). In the summer, children, under the guidance of a teacher, learn to make things necessary for the game from pine and spruce cones, moss, tree bark, branches. The ability to build, tinker significantly develops children's play creativity, makes games more meaningful and purposeful.
For raising children in play, the selection of ready-made toys, a deliberate way of using and storing them is also very important. For creative play, first of all, toys are needed that convey the image of a person, an animal, depicting various objects, machines. The toy often encourages to play, helps to implement the plan, evokes good feelings in the child. There is a lot of imaginary, conditional in play, but as we have already said, the child's experiences and actions are always real. With a doll in her hands, the girl feels like a real mother, with toy animals, children can arrange a zoo or a circus. In the family, the kid has absolute control over his toys, he himself gives names to dolls and animals. In kindergarten, for the first time, a child encounters public property and gets used to treat toys with care: however, in kindergarten, one should create a joyful play atmosphere, maintain an attitude towards the toy as a playmate.
In each age group, the selection of toys changes in connection with the development of children's play interests. Toddlers usually have several of the same toys of different sizes and designs, since diversity scatters the attention of children, prevents them from focusing on one plot. With the age of children, games become more complicated and there is a need for more different toys. Instead of several identical dogs and bears, you need a set of different toy animals with which you can play in the herd, circus or zoo. Dolls appear - pioneers, sailors, soldiers, dolls depicting people of different nationalities. So that the toys do not lose their attractiveness, it is necessary to change them: remove for a while those in which interest has faded, and introduce new ones. Acquaintance with a new toy can take place in different ways, but the teacher must always arouse interest in it, explain its purpose.
Creative games differ in content (reflection of everyday life, work of adults, events of public life); by organization, number of participants (individual, group, collective); by type (games, the plot of which is invented by the children themselves, dramatization games - playing out fairy tales and stories; construction).
With all the variety of creative games, they have common features: children themselves choose the theme of the game, develop its plot, distribute roles among themselves, select the necessary toys. All this takes place under the conditions of the tactful guidance of adults, which is aimed at arousing the initiative, activity of children, developing their creative imagination, while maintaining independent activity.
In the older group, you can often see how children play "School", "Daughters-mothers", "To the hospital", that is, they reflect the work of adults.
In the games of children, one can already notice the emerging stereotypes of behavior characteristic of a girl or a boy. Girls behave like female representatives: appropriate clothes, manners, behavior. Boys also behave like men.
Playmates approve of these behaviors as long as they are gender-appropriate. That is, if a girl behaves like a female representative, and vice versa.
Game leadership is different for each age group. In younger groups, the teacher directly organizes the game, sometimes even becomes a participant in it, in order to influence the children by his example, instill in them the skills of joint play, the skills of handling toys.
In older groups, the role of the educator in guiding the game is no less active and responsible. Children are given independence in the choice of the game and its organization, but behind this independence lies the hard work of the teacher.
Thus, play plays an important role in the life and development of children. In playing activity, many positive qualities of the child are formed, interest and readiness for the upcoming teaching, and his cognitive abilities develop. Play is important both for preparing a child for the future and for making his real life full and happy.
Methods and techniques for guiding the role-playing games of children
When leading role-playing games, educators are faced with the following tasks:
development of the game as an activity (expansion of the theme of games, deepening of their content);
the use of the game in order to educate the children's collective and individual children.
Leading a role-playing game requires a lot of skill and pedagogical tact. The teacher must direct the game, without disturbing it, preserve the independent and creative nature of the game activity.
Indirect tricks - without direct intervention in the game (bringing in toys, creating a playful environment before the start of the game).
Direct tricks - direct involvement of the teacher in the game (role-playing participation in the game, participation in the collusion of children, explanation, help, advice during the game, proposing a new theme for the game, etc.). The teacher influences both the choice of the topic and the development of its plot, helps children to distribute roles, filling them with moral content.
The following pedagogical approach is presented in the studies of S. L. Novoselova and E. V. Zvorygina, who developed a comprehensive method of guiding the game. The integrated method of leadership is a system of pedagogical influences that contribute to the development of independent plot play of children, based on its age characteristics and the potential for the development of the child's intellect.
This method includes the following components:
systematic pedagogically active enrichment of the life experience of children;
joint (educational) games of a teacher with children, aimed at transferring to them the gaming experience of the traditional culture of play;
timely change in the subject-game environment, taking into account the enriching life and game experience;
activating communication between an adult and children, aimed at encouraging them to independently use new ways of solving game problems and new knowledge about the world in play.
Observing the play activity in the older group, I noticed that the teacher uses methods and direct (including the teacher in the game, assuming a role, main or secondary, - not often, if necessary - showing a speech pattern, collective discussion of the role behavior of those who play after games) and indirect guidance (enriching the social experience of children through all types of activities - observation, excursions, reading fiction, watching children's TV programs, conversations; involving children in making attributes and decorating play fields.)
Analysis of the spatial subject environment
When studying the subject environment of the group for the formation of game skills, zones for game activity were identified:
1. The corner of the role-playing games contains games that are appropriate for the age of children: a hospital, a hairdresser, a driver, a shop, a sailor. All games are equipped with the necessary equipment. The containers with the inventory for games are marked with the corresponding pictures. Children can independently pick up, play, move games around the group.
2. The zone of board-printed games is equipped with various didactic games, during which children learn to combine similar signs of objects, to group objects according to the named criterion. Games are located on shelves in a place accessible to children.
3. The play corner is equipped with various toys: dolls, cars, telephones, bags, kitchen corner.
4. There are various types of construction sets in the building games corner: floor-standing, table-top, "Lego", soft modules.
5. In the area for theatrical games, there are various types of theater: finger, "bibabo", rubber characters from fairy tales, theater on cubes, theater in pictures.
6. In the area of musical development: sounding toys, sets of noise boxes, contrasting in timbre and the nature of sound production (bells, drum, rubber tweeters, rattles, tambourine, pipes, metallophone, etc.), musical didactic games, music books, tape recorder ...
Thus, the subject environment in the group is organized taking into account the needs of children, corresponds to the principles: activity, taking into account gender and age differences, modernity, safety.
The formation of a subject-developmental environment is a dynamic process that allows the educator to show creativity, involving parents in the work.
1. Pay attention to the area of water and sand and the corner of experimentation. Children are rarely allowed to play with them.
2. Pay attention to the frequency of director's games. They are absent in the educator's plan.
3. Pay attention to the spatial organization of the environment, it should take into account for the child the possibility of sufficiently wide, clearly visible paths of movement.
PERSONAL DEVELOPMENT PRESCHOOLER
IN LABOR ACTIVITIES
“Education must develop in a person the habit and love of work;
it should enable him to find work for himself in life. "
K. D. Ushinsky
Study of the equipment required for the organization
labor activity of preschoolers
Target: to develop the ability of students to analyze the organization of an appropriate subject-spatial environment for the inclusion of preschoolers in elementary work.
In kindergarten №29, on the basis of which I had an internship, a comprehensive program "Rainbow" is being implemented. It reveals the volume of labor skills and abilities that children of each age group must master.
When studying the conditions of the group for the formation of labor skills, I found out that the group has a corner of nature in which children take care of plants, a corner for engaging in productive activities here the guys are engaged in manual labor. For household work there are white, colored, oilcloth aprons, brushes, scoop, basins, trays. For work in nature shovels, rakes, watering cans; buckets, panicles, wheelbarrows. In manual labor, children use cardboard, thick paper, foam rubber, pieces of fur, fabrics and other equipment. There are also seeds for sowing and planting, cones, acorns, wood blocks, etc.
All equipment is in sufficient quantity, of good quality and corresponds to the age of children, has an attractive appearance: bright color of watering cans, pleasant shape of boxes for storing natural material, elegant aprons, etc. - all this pleases children, contributes to the formation of a culture of work, causes aesthetic pleasure.
The equipment in the group room and on the site is placed in such a way that it is convenient to use it. The equipment is grouped by type of work: in a natural corner - watering cans, spray guns, animal feed; in a place designated for manual labor - saws, hammers; accessories for household work - brushes and scoops for cleaning garbage can be placed on special shelves in the washroom, and for those on duty in the dining room - closer to the pantry.
Study of types of labor and their development
children of the older group
Target: develop the diagnostic skills of students (pedagogical diagnostics of the level of development of various types of labor by children).
During the day, preschoolers participated in the following types of labor: self-service, duty, work in a corner of nature, manual labor. The teacher used individual, group and collective forms of labor organization. In a corner of nature, shifts are organized daily. 4 people are on duty at the same time. The teacher selects groups in such a way that together with children with good skills, children with insufficiently formed skills are on duty. Children enjoyed doing work in a corner of nature. There are also shifts in the dining room. On a walk, the teacher organizes labor activities for cleaning the site, the form of organization of this type of labor was most often collective, and household work is group cleaning, washing toys. I also noted that children really like manual labor (making crafts, repairing books, etc.)
The attitude of children to work was revealed through conversation.
Conversation questions:
What did you do? Did you get everything you wanted?
Why did you do this? What is it for?
How did you do it?
Do you like to work? Why do you like to work?
What kind of work do you dislike?
What do you dislike doing the most? Why?
Children's answers to the questions of the conversation:
L.E., 5 years old
I made crafts to decorate the group for the holiday. Everything worked out beautifully for me. I want our group to be smart. I cut out snowflakes from napkins, made strips of colored paper and glued the chain. I like to work: doing crafts, watering flowers and feeding the fish, and also setting the table like a mother.
I.N, 5 years old
I came early today and helped wash toys, I like helping the teacher. Toys are washed to keep them clean, so as not to get sick. They poured water and poured white powder, lowered the toy, then wiped it with a cloth and put it on the shelf. I don't like being on duty because I'm not a girl. I love to sweep and snow off the paths on the site.
N.M, 6 years old
I love to water flowers, I always water flowers, they grow from this and they have flowers. I pour water into a watering can from a bucket, where the water is warmer than in the tap, and from the tap the water is harmful and cold for flowers. I like to be on duty, set the tables like an adult teacher. I can mop the floor with a rag. And also wash clothes for dolls to keep them clean.
S.Zh, 5 years old
I don't like to work, I get tired. I help when asked because I am a boy and I help girls. I like to heat the stove, throw firewood. The stove is heated to keep it warmer at home.
Diagnostics of the formation of skills in children
labor activity
Target: mastering by students the method of observation as a method of scientific research on the example of labor activity.
Conducting research: supervision of children in the course of work.
Data processing: fill out a diagnostic card for the formation of the child's work skills.
Number and nature of distractions:
Most of the children in the group work willingly and without distractions, but there are also those children who constantly need supervision from the caregiver, often they need help from an adult or children.
Quality of work:
All children get the job done, some on their own and some with a little help from an adult. Everyone clearly understands the result of work, so the quality of the work performed is good, which suggests that children can compare the result of their work with their peers.
Study of the development of creativity of preschoolers
in art
“The origins of children's abilities and talents are at your fingertips. From the fingers, figuratively speaking, there are the finest threads - rivulets that feed the source of creative thought. In other words, the more skill in a child's hand, the smarter the child. "
V. A. Sukhomlinsky
Activity summary (application)
"Winnie the Pooh"
Group: senior
Educational area: artistic creativity
Target:
Mastering the cutting technique using various methods of attaching the material to the background to obtain a volumetric applique;
Tasks:
To develop visual control of the actions of the hands, to enable each of the children to show independence in choosing ways to decorate work, to develop creative abilities; cultivate friendly relations with others; teach children to create a volumetric application of a toy from parts, correctly conveying their relative size. To consolidate the ability to cut out parts of a round and oval shape, carefully stick the image, beautifully place it on a sheet of paper.
Equipment:
Scissors, stand for scissors, brush, rosette with paste, napkin, stand for brush, box for scraps, tray with parts for toys, oilcloth, yellow cardboard the size of an album sheet, sample, natural material (watermelon seeds, melons), buttons.
Communication with other areas:
Teddy bear modeling, games with dolls in the play corner.
Course of the lesson:
Educator: Guys, a letter came to our group, and from whom you will learn it if you guess the riddle.
Winnie the Pooh riddle
He is cheerful and gentle
This cute freak
For him, a walk is a holiday.
And honey has a special scent.
This is a plush prankster
Teddy bear ...
(Winnie the Pooh)
Let's read what he writes:
“Dear guys, please take a lot of my photos, I want to give them to my friends, I need to be in time before winter. Thank you in advance! Winnie the Pooh".
Educator: Guys, why does he ask to do it before winter? (bears sleep in winter) Where do they sleep? (in the den) Well done, you guessed it.
In order for the photos to turn out good, let's take a close look at it.
How is the sheet of paper positioned vertically or horizontally? (vertically)
In which part of the sheet is the image of Winnie the Pooh? (in the middle of the sheet)
What parts of the body does the image of Winnie the Pooh consist of? (head, torso, upper and lower legs)
What are the details on the head? (ears, nose, mouth, eyes)
What is the shape of the head? (round)
Are there body parts of the same shape? (torso)
What geometric shape do the paws look like? (oval), are there objects of the same shape (balloon) in the photo?
What shape do the ears look like? (semicircle)
What square are we going to cut the torso from? Why do you think so? (it is large) Show on the easel.
What size square do we need for the head? (slightly less)
What detail should we start taking a photo with? (from the torso)
In what part of the sheet will the body be located? (slightly below the middle of the sheet)
Where will the head be located? (in the upper part of the body, on the head - ears)
Where will the upper legs be located? (right and left of the torso, and the lower legs in the lower torso)
Pay attention, the paws of the teddy bear move, how should the parts be glued? (glue the tip of the part)
Now that we have looked at the image of a bear cub, let's remember how to cut out details (sit at tables)
Show and explain how to cut a circle from a square.
Who can tell you how to fold the rectangle to get two squares? (in half) what can we cut out of the square? (ears) how? (round off the top corners)
And in order for the paws to be of the same size, you need to fold a rectangular sheet of paper in half and again in half and cut out one piece, you get 4 oval-shaped paws.
How to cut an oval out of a rectangle? (round off all four corners).
How do we start working? (we cut out all the details, lay out the image on a sheet and then glue it)
Guys, you will find the details of the face (nose, mouth, eyes) on the tray.
If you have time, you can make weed and a balloon.
Now that we have covered everything, I am sure that you will take wonderful photos. Get to work.
After cutting out all the details, a physical training "Bear" is held.
Physical training "Bear"
Stomp, bear,
Clap, bear
Squat with me brother.
Hands up, forward and down -
Smile and sit down.
We post photos on the board.
Lesson summary:
Educator: That's how many portraits we got and they are all wonderful, everyone tried hard, I think the bear will be happy. What was difficult to do? What's easy? Which photo did you like?
(drawing in the technique "raw")
"Magic flowers"
group: senior
Tasks:
1. To acquaint children with the new technique of painting "raw". Improve the technique of painting with watercolors.
2. Teach children to make a harmonious color composition.
3. Develop an interest in nature and the display of representations in visual arts.
4. Develop artistic taste, imagination, creativity.
Materials:
A3 white sheets, watercolors, brushes of different sizes, jars of water, sponges, napkins, palettes.
Methodical techniques:
3. Observing the work of children.
4. Analysis of works.
Course of the lesson:
1. Game situation, using the artistic word.
Educator: Do you guys want to feel like magicians?
But, first you need to guess the riddles.
(Guessing riddles is accompanied by the display of pictures).
Riddles
Proud little sister
She is the queen of all colors.
The arrival of frost is terrible for her.
And the name of the queen ... (rose)
Long thin stem,
Above - a scarlet light.
Not a plant, but a lighthouse -
It's bright red ... (poppy)
Wonderful flower,
Like a bright light.
Lush, important, like a pan,
Delicate velvet ... (Tulip)
Many sharp petals -
Red, yellow, white, variegated.
Look at me
I am called ... (Carnation)
Here are thorny bushes
You better not touch them.
Relative of the beauty rose
Hidden a threat in thorns.
Though not a cactus, not a blackthorn,
But thorns in the garden ... (Rosehip)
And now, as I promised, we will become wizards for a while. We will paint magic flowers, but not on plain paper, but on wet paper. When drawings are done on wet paper, it gives the effect of blurring the edges and pouring one color into another. This technique will make our drawing magical, amazing and fabulous. See how I will do it, and then you yourself will try to draw these wonderful flowers.
2. Show and explanation of the teacher.
The sponge is going to be an important tool today. We will wet our sheet with it. This is the most important thing in the wet sheet technique. You need to find a middle ground: a sheet that is too dry will not allow the paint to flow beautifully. If there is too much water, the paint will spread over the entire sheet and the drawing may also fail. The sheet is moistened with quick movements, the hand moves freely. You do not need to wet the entire sheet at once, but only wet the place where you will now draw. Do not forget that when working on a damp background, the paint will flow as it pleases, this is the essence of the work - to get an unpredictable image.
Draw a circle of any color with a brush. Now, while the paper is not dry and the "first" color flows, place a spot with a contrasting color. Here we have a flower. You can add a few more colored strokes or spots. The brush lightly touches the sheet, the paint lays down beautifully, forming magical overflows. It spreads it should be!
Before you start drawing, I suggest you imagine yourself with beautiful flowers.
Physical minute "Flowers grow in the meadow":
Flowers grow in the meadow
Unprecedented beauty. (Turns - arms to the sides.)
Flowers reach out to the sun.
Stretch with them too. (Stretching - arms up.)
The wind blows sometimes
Only it doesn't matter. (The children wave their hands to represent the wind.)
The flowers are leaning
The petals are lowered. (Tilts.)
And then they get up again
And they still bloom.
Educator: Have a rest. Now let's get to work.
Independent creative activity of children
Gymnastics for the eyes "Merry week":
All week in order
The eyes are doing exercises.
Monday, how to wake up
The eyes of the sun will smile
Down will look at the grass
And back up high.
Lift your eyes up; lower them down, the head is motionless; (relieves eye tension).
On Tuesday watch your eyes
They look here and there,
Walk left, walk right
Never get tired.
Turn the eyes to the right side, and then to the left, the head is motionless; (relieves eye tension).
We play blind man's buff on Wednesday
Close our eyes tightly.
One, two, three, four, five,
Let's open our eyes.
Blink and open
So we continue the game.
On Thursdays we look into the distance
It's not a pity for this time,
What's near and what's in the distance
The eyes should be considered.
Look straight ahead, put your finger at a distance of 25-30 cm from your eyes, shift your gaze to the tip of your finger and look at it, lower your hand. (Strengthens the eye muscles and improves their coordination)
We didn't yawn on Friday
The eyes ran in a circle.
Stop, and again
Run in the other direction.
Raise your eyes up, right, down, left and up; and back: left, down, right and up again; (improves complex eye movements)
Even though Saturday is a day off
We are not lazy with you.
Looking for corners with a glance
To make the pupils run.
Look at the top right corner, then the bottom left; look to the upper left and lower right (improves complex eye movements)
We'll sleep on Sunday
And then let's go for a walk
To make your eyes harden
You need to breathe air.
Close the eyelids, massage them with circular movements of the fingers: the upper eyelid from the nose to the outer edge of the eyes, the lower eyelid from the outer edge to the nose, then vice versa (relaxes the muscles and improves blood circulation)
Without gymnastics, friends,
Our eyes can't live
Educator: What different, interesting flowers turned out. I believe that all the works are original, magical in their own way and very beautiful. And now let us design the exhibition "Magic Flowers" and place all your works there.
Activity summary
(modeling from plasticine)
"Autumn tree"
group: senior
Lesson objectives:
1. Teach children to sculpt balls, rollers, flat cakes;
2. To form the ability to compose a composition based on observations;
3. Develop attention and observation;
4. To cultivate an interest in the surrounding objects, in the changes in the surrounding nature with the change of the season.
5. Develop fine motor skills and coordination.
Equipment and material:
1. Plasticine.
2. Plastic knives (stacks)
3. Cardboard.
5. Oilcloth.
Preparation for the lesson:
The teacher puts oilcloth, plasticine, stacks, a sheet of cardboard on each workplace in advance.
Lesson plan:
1. Observations of the first autumn changes.
2. Repetition of the rules of working with plasticine.
3. Study of the technological map.
4. Independent work.
Progress:
1. Observations of the first autumn changes
Educator: Guys, let's go to the window and look at the trees. See how beautiful the trees are. Why do you think the trees are so beautiful?
Children: They have multi-colored leaves: red, yellow, orange and very few green ones.
Educator: Why do you guys think?
Children: Fall has come.
Educator: What seasons do you know?
Children: Autumn winter spring Summer?
Educator: How does a tree change depending on the season?
Children: In winter there is no foliage, in spring green leaves appear on the tree, in summer the tree is green, in autumn the leaves change color and the tree begins to prepare for winter - shedding foliage.
2. Repetition of the rules of working with plasticine.
1. Carry out the modeling on a lining board, do not put plasticine on the table or desk.
2. Warm up the clay in your hands well before work.
3. Do not drop the remains of the clay on the floor.
4. Keep plasticine in a box separately from notebooks and books.
5. After work, dry your hands with a cloth and wash with warm water and soap.
3. Study of the technological map (see below - Figure 1)
Physical education.
Exercises for the muscles of the arms.
"My family"
This finger is a grandfather
This finger is a grandmother
This finger is a daddy
This finger is mommy
But this finger is me,
That's my whole family!
(Alternate bending of the fingers, starting with the thumb.)
"Cabbage"
We chop cabbage, chop,
We salt and salt the cabbage,
We are three or three cabbage,
We press and press the cabbage.
(Movements with straight palms up and down, alternately stroking the pads of the fingers, rub the fist on the fist. Squeeze and unclench the fists.)
"Friendly family"
We weaved our fingers
And pulled out the handles.
Well now we are from the Earth
We push away the clouds.
(The exercise is performed while standing. Children interlace their fingers, stretch their hands with their palms forward, and then raise them up and stretch as high as possible.)
Exercise for the spine:
Children stand at the tables. First, they tilt to the right and wink with their right eye, then they tilt to the left and wink with their left eye.
Exercises for the eyes:
1. Sitting at the table, relax and slowly move your eyes from left to right. Then from right to left. Repeat 3 times in each direction.
2. Slowly move your gaze up and down, then vice versa. Promotes the expansion of visual - motor activity.
4. Independent work.
5. Exhibition and analysis of students' work.
Abstract of a design lesson
"What should we build a ship"
group: senior
Target:
To consolidate the general concepts of water transport; the main parts of the ship; train children in plane modeling and construction from building material; fix the name of the parts of the building material; develop attention, imagination, ingenuity.
Progress:
Children hear the sound of the surf (disc recording).
Educator: Do you guys hear? What it is? (children's answers). That's right, this is the sound of the surf. And it is these sounds that will help you to guess my riddle. Listen here:
Such handsome men, always and everywhere,
Are they born on land - live on water?
Children's answers.
Educator: That's right, these are ships. And our design class today will be about ships. What kind of transport do ships belong to?
Children: To the water.
Educator: (opens the images of ships prepared in advance on the easel - passenger, military and cargo) I agree, look and remember - what types of ships you know.
Children's answers.
Educator: Each ship has its own purpose, but every ship has basic parts that unite all ships. Let's name them.
Children name the main parts of the ship (stern, bottom, bow, pipe, anchor, captain's cabin). The definitions of the children are accompanied by the display of these parts in one of the images on the easel.
Educator: And who controls any ship?
Children: Captain.
Educator: Guys, I'll tell you the story of one captain now. And I recognized her from the letter that I received today. This letter is from the design office. This is the place where ships are modeled and designed. And that's what they wrote to us.
A letter is read out, which says that the captain was wrecked in the ocean and asks to model and design a new ship for him, but the bureau employees have no free time at all and therefore they ask the guys about it.
Educator: But before we get to work, let's warm up.
Physical education is carried out:
The water is quietly splashing
We are floating on a warm river (hand movements)
There are clouds in the sky, like sheep,
Scattered who where (hands in different directions)
We crawl out of the river,
To keep warm, let's walk (steps on the spot)
Now take a deep breath
And sat down on the sand (sat down)
Swifts fly over the water (rise slowly, wave your arms)
Ruffs swim under water (snake with hands)
A beauty boat is sailing
Painted sails (arms to the sides).
After a minute of physical education, the children sit down at the tables, where there are already prepared parts for construction.
The teacher draws the attention of the children to the easel, where two schemes of the ship are located.
Educator: Guys, I have a diagram on my easel, which I also received by mail from the design bureau, so we will use it to design the ship. Please note that the construction takes place in two stages, so there are two schemes. But before we get started, let's remember the name of all the parts that are involved in the design.
Children list the details, then start designing.
When the work is completed, the teacher shows a sample that she built herself (in advance, only it was not visible, so that the children were convinced of the correctness of their work.)
The teacher praises the children for the work done and informs them that now they will make a plane model of their ship, a front view relative to themselves.
In front of the children, on trays, there are geometric shapes, each of them, in plane modeling, denotes a certain detail of the sample.
Children perform the assigned task, if difficulties arise, the teacher helps with advice.
The results are summed up.
Educator: Now let's play, and my game is called “What's gone? »I will remove one detail on my model ship, and you will remove which one on your flat model. The game continues 2-3 times.
The teacher thanks the children for their good work, says that they did a great job and this is the end of the design lesson.
conclusions
After analyzing the observation of the teacher's work on visual activity (drawing with "Flowers" paints), I can draw the following conclusion: the room was prepared for the lesson in compliance with hygienic conditions. The tables are placed according to the correct lighting conditions. The teacher prepared visual material (colorful, of the required size, at the level of the children's eyes). In preparation for the lesson, the children were given instructions: pour water into glasses, lay out napkins. The topic of the lesson corresponds to the program, the visual abilities of children. The teacher has a plan and outline of the lesson. The children were given the task to convey in the drawing the beauty of a flowering meadow, the shape of flowers. The illustrations with flowers are examined, their main parts are highlighted. During the lesson, the teacher gave instructions to the children. For those children who did not succeed, he provided assistance by showing with the child's hand. The duration of the lesson is 25 minutes. The teacher allowed the children to analyze each other's work for themselves. After that, she herself noted that the children did it especially well. At the end of work, the children put things in order on the tables. The teacher gives instructions: to wash the brushes and glasses, wipe the tables. In general, the tasks set by the teacher are completed.
Analyzed the observation of the productive activity of children in modeling "Autumn tree": children are able to sculpt independently. They love to work with plasticine, depict objects in three dimensions. They know how to separate small pieces from a large piece of plasticine, roll them out with circular movements of the palms, sculpt various objects using a variety of sculpting techniques. Put the plasticine on the board. They themselves select the necessary material.
Based on the results of observing classes on productive activities, I made a synopsis and flow charts for each type of activity.
Conclusion
The practice of observations made it possible to come to the following conclusion: the full development of a child is possible only thanks to skillful guidance from an adult. However, the activity of the child himself plays an equally important role in mental development. It is not enough just that a child has a normal heredity, a plastic brain, that he is brought up in a cultural environment, it is necessary that he himself perform certain forms of activity, which are controlled by an adult. These forms of activity are organized into complex systems of activity, the development of which is the main task in the formation of the child's psyche. In the process of mastering various types of activity, the child develops the brain, which is the physiological basis of complex types of mental activity. It is important to note that the brain is not so much a condition for mental development as the result of the organization of a child's own activity under the control of an adult.
The life of a child must be maximally saturated with various types and forms of activity that form the basis of childhood and allow him to successfully enter adulthood in the future. It is important to emphasize: childhood is not a stage of "dragging" a child into adulthood, but a period in itself that has its own rich content, which should be presented as fully as possible in educational work with children.
All the variety of forms of work with children is carried out in specific educational situations that the teacher creates, or that arise spontaneously when the child interacts with the world around him. Therefore, the teacher has a special task - to think over and analyze specific situations in which educational work with children takes place.
In conclusion of my report, I want to say that during the observation practice, there were no special difficulties. It was very interesting to watch the work of the teacher.
Bibliography
1. Lisina, M.I. The need for communication [Text] / M I. Lisina // Problems of the ontogenesis of communication. - M .: Pedagogy. - 1986.
2. Repina, T.A. Communication in kindergarten and family [Text] / T.А. Repina M. Pedagogy. - 1990
3. Elkonin, D.B. Psychology of the game [Text] / D. B. Elkonin. M .: Humanit. ed. Center vlados -1999
Find material for any lesson,
(the practice of observing various activities and communication
children, practice of demonstration and trial lessons) "
for specialty
44.02.01 Preschool education
GPAOU JSC "Amur Pedagogical College"
O. Yu Gumenyuk, N.A.,Kireeva,N.V. Resnyanskaya
INTRODUCTION
Pedagogical practice is the preparation of a future specialist for the main types of professional activity.
The changes taking place in the country in connection with the new market relations have significantly influenced the education sector. In the context of the development of competition in the educational services market, important aspects of optimizing college training are:
practice-oriented orientation of education, which is ensured by the integration of educational, scientific research and production activities;
graduation of an integral type of specialists, in which the goals, content and learning outcomes are formed in an integrated manner, taking into account changes in professional activity, implying not only qualifications, but also personal qualities and competence.
An important condition for the formation of professional training of students is industrial practice. The purpose of the practice of students is to prepare for the main types of professional activity, the implementation of the acquired professional knowledge, skills, abilities and professional adaptation, i.e. entering a profession, mastering a social role, professional self-determination, forming positions, integrating personal and professional qualities. Teaching practice is a complex process in which students perform activities determined by their specialization.
K. D. Ushinsky wrote that the teaching method can be learned from a book or from the words of a teacher, but the skill in using this method can only be acquired through long and long-term practice.
Yu.K. Babansky in his scientific work emphasized that it is in the process of pedagogical practice that one can fully comprehend the laws and principles of teaching and upbringing, master professional skills and experience of practical activity.
In combination with academic disciplines, students' practical activity contributes to the determination of directions and prospects for professional growth in the future, the strengthening of adequate professional self-esteem, the formation of the personality of the future teacher, profession. In practice, students' pedagogical activity is improved on the basis of meaningful factual material, the cognition and effective development of which is possible only on the basis of live impressions and observations.
In the teaching practice of students, the important components are:
the student's ability to change his social and professional activity, understood as the most important personality trait, which expresses his creative attitude to various aspects of life, including himself. In pedagogical practice, it will be determined what is the direction of this activity in the professional sphere;
versatile orientation of the future educator to all areas of pedagogical activity: the subject, educational activity of students and its methodological equipment, the actual educational interaction and its organization, mastering the methodology of research work;
the formation of a reflexive culture under the conditions of a natural pedagogical process, when for the educator the means and methods of his own pedagogical activity, the processes of developing and making practical decisions, become the subject of his thoughts. Analysis of their own activities helps the trainee to realize the difficulties that arise in his work, and find competent ways to overcome them.
These components of the pedagogical practice of the future educator are determined by the following target settings:
development of professional competence of the educator, personal and humanistic orientation, systemic vision of pedagogical reality;
the formation of a subject area, reflective culture;
mastery pedagogical technologies and the ability to integrate with teaching experience.
In the course of pedagogical practice, students develop the foundations for analyzing and assessing the conditions created in preschool educational institutions for the full development of children, the activities of a teacher of a basic preschool educational organization and their own pedagogical activities. communicating with children. During practice, students need to be ready for real pedagogical activity, where they will have to perform all the functions of an educator. Indicators of the level of knowledge, skills, personal development and creative activity of students are closely related to the quality of the educational process and are more significant for determining the effectiveness of the quality of the educational process. Questions for the analysis of various types of activities will help the future teacher acquire the skills of monitoring the educational process in kindergarten
This methodological manual is intended for students of the pedagogical college of the specialty 44.02.01 Preschool education, 04.02.04 Special preschool education and contains approximate schemes for analyzing the subject-developing environment, various activities and communication of preschool children and the activities of the educator.
As a result of mastering the program of practice, students should be formed generalcompetencies:
OK 1. Understand the essence and social significance of your future profession, show a steady interest in it.
OK 2. Organize your own activities, determine methods for solving professional problems, evaluate their effectiveness and quality.
OK 3. Assess risks and make decisions in non-standard situations.
OK 4. Search, analyze and evaluate the information necessary for setting and solving professional problems, professional and personal development.
OK 5. Use information and communication technologies to improve professional performance.
OK 6. Work in a team and team, interact with management, colleagues and social partners.
OK 7. Set goals, motivate the activities of pupils, organize and control their work with the assumption of responsibility for the quality of the educational process.
OK 8. To independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development.
OK 9. Carry out professional activities in the context of updating its goals, content, changing technologies.
OK 10. Carry out injury prevention, ensure the protection of the life and health of children.
OK 11. Build a professional activity in compliance with the legal regulations governing it.
OK 12. Perform military duty, including with the use of acquired professional knowledge (for young men).
And master the following types of educational activities:
5.2.2. Organization of various activities and communication of children.
PC 2.1. Plan different activities and social activities for the children during the day.
PC 2.2. Organize various games with children of early and preschool age.
PC 2.3. Organize feasible work and self-service.
PC 2.4. Organize communication between children.
PC 2.5. Organize productive activities of preschoolers (drawing, modeling, application, design).
PC 2.6. Organize and conduct holidays and entertainment for children of early and preschool age.
PC 2.7. Analyze the process and results of organizing various activities and communication of children.
5.2.3. Organization of classes in the basic general educational programs of preschool education.
PC 3.1. Define goals and objectives, plan activities with preschool children.
PC 3.2. Conduct classes with preschool children.
PC 3.3. Exercise pedagogical control, evaluate the process and learning outcomes of preschoolers.
PC 3.4. Analyze classes.
PC 3.5. Maintain documentation supporting the organization of classes.
SCHEME OF ANALYSIS OF CONDITIONS AND METHODS OF ORGANIZATION
DIFFERENT ACTIVITIES AND COMMUNICATIONS
IN THE KINDERGARTEN
1. Analysis of conditions of readiness of groups
to the organization of the educational process
1. Safety of furniture and equipment for the life and health of children.
2. The pedagogical expediency of the design of a subject-developing environment.
3. Compliance with sanitary and hygienic requirements for the design of premises.
4. The presence of centers of a subject-developing environment and their requirements for the Federal State Educational Standard of preschool education.
5. Compliance of methodological literature and manuals for this age group.
6. Design of information stands for parents.
7. Compliance of materials provided for parents are specific and available in their presentation (goals, objectives, regime, system of educational and educational work)
8. Aesthetics in the design of the premises.
9. Non-standard approach to design.
2. Analysis of the subject-developing environment in groups
2.1 . The presence of a game center(Role-playing games according to this age group. Sufficient play equipment for sr games)
The presence of constructive games in accordance with the age of children: constructors - plot, floor, table, from various materials;
A sufficient number of attributes for playing with buildings (toys, vehicles, didactic and board-printed games of mathematical content, for sensory development, speech development, theatrical games with various types of theaters, costumes, attributes, musical toys and instruments.
2.2. Experimentation center for conducting experiments and experiments... (What conditions have been created for organizing children's cognitive activity.
Planning and organizing games with natural materials (sand, water, clay).
The use of cognitive adventure travel games.
Planning and organization of experiments and experiments with various objects and substances.
Fixing the results of children's experimentation.
Consistency in conducting experimental activities.
The presence of a card index of experiences and experiments in the group.
The equipment of the experimenting corner meets the requirements of this age group).
2.3. Decoration of the center of nature.(Landscape paintings, card indexes, plant care rules, etc. in accordance with the age group. The presence of a sufficient number of plants in the group, their compliance with the SanPin requirements. Well-groomed type of plants.
Availability of tools for plant care (loosening, washing, watering).
The presence of a passport for each plant in the group. Plant safety for children. Plants location in terms of ease of care and safety. Availability of methodological literature on caring for plants, on the methodology for organizing classes with children. The presence of didactic, board-printed games and visual material on ecology.
Availability of calendars of nature and weather in accordance with the age of the children.
Aesthetics of the design of the center of nature and its compliance with this age group.
2.4. Availability of a book center(The book corner is equipped in a well-lit area: shelves for books, a table and chairs for children.
Availability of various materials: fiction - several books of the same title and author of different publishing houses; illustrations on the topics of lessons on familiarization with the world around and with fiction.
The presence of thematic exhibitions and the turnover of materials.
Accessibility of the center of fiction for children.
The presence in the group of equipment for theatrical activities: a screen, a flannelegraph, various types of theaters and the correspondence of their content to the age group, theatrical games.
The presence of a variety of didactic and board-printed games.
Availability of methodological literature on this topic.
The presence of a card index of didactic games, a selection of riddles, nursery rhymes, songs, tongue twisters, etc.
Correspondence of their content to the age of children.
Visual information for parents on raising children's interest in fiction.)
2.5. Saturation and variety of materials for the development of artistic and productive activities of preschoolers, in accordance with the age group.
2.6. Subject-developmental environment for the formation of elementary mathematical concepts(The presence of a sufficient amount of counting material in the group (including counting sticks).
Selection of games aimed at the formation of sensory standards (color, shape, size).
Selection of games aimed at the formation of counting skills, the concept of number.
Selection of games aimed at the formation of spatial and temporal representations.
The presence in the group of geometric constructors: "Tangram", "Magic square", "Columbus egg", etc. (in accordance with this age group)
The presence of various geometric shapes and volumetric bodies.
Availability of digital material.
Selection of entertaining games according to age (mazes, puzzles, etc.)
Availability of basic measuring instruments (scales, measuring cups, ruler, etc.) according to age)
2.7. Availability of a sports center to satisfy motor needs children (Correct arrangement of furniture and play material to satisfy the physical activity of children. The presence of marking of furniture, wardrobes. The presence of a card index of outdoor games by age, attributes for p / and, sports games: towns, badminton. The presence of attributes for jumping games: jump ropes, rings, flat circles for jumping, etc.).
The presence of attributes for games with throwing, catching, throwing (bowling pins, ring throws, balls, sandbags, flying saucers, etc.). The presence of a card index of morning gymnastics complexes, awakening gymnastics, physical exercises.
The presence of portable material for outdoor games for a walk.
Availability of visual information for parents on the organization of an optimal motor regime, hardening procedures, and disease prevention.
3. Acquaintance with the normative documentation of the kindergarten group
1. Passport of the group: information bulletin of the group and OO, software, list of children as of 01.09, daily regimes, system of educational work, certification sheets of teachers.
2. Appendix to the plan: regimen for a given period + sparing, motor activity regimen, health sheets, health improvement program.
3. Long-term plan: distribution of topics for the year, a plan of work with parents, organization of a developing environment, methodological support, play activities.
4. Calendar-thematic plan: lists of children (group, by subgroup, by health group), planning for the day (morning, evening), form and content of the plan
5. Folders of interaction and joint activities of teachers and specialists.
6. Documentation for working with parents: a notebook of information about parents, minutes of parenting meetings, reports, information for stands and folders-travel.
7. Notebook of the account of attendance.
8. Notebook for instructing children on OBZH (for middle, senior and preparatory groups)
9. Instructions for labor protection. F-127 magazine and adaptation sheets (for nursery groups)
10. Compliance of the documentation with the requirements of the Federal State Educational Standard of preschool education. (Annex 1.)
4. Compliance with the regime and organization of the life of children
1. The educators' knowledge of the daily routine of their age group and its implementation.
2. Timely food intake. The time allotted for breakfast, lunch and afternoon tea does not decrease (lengthen).
3. The number and duration of direct educational activities of children correspond to the grid and the requirements of San Ping.
4. The ability of the educator to determine the degree of fatigue of children and, in this regard, to change the course of classes and their time.
5. Timely going out for a walk and returning from it. Compliance with the duration of the walk.
6. Timely bedtime. Calm atmosphere in the bedroom, encouraging children to relax.
7. Compliance with the time allotted for sleep. Not tightening or shortening sleep.
8. The ability of the educator to carry out the gradual rise of children, taking into account their individual characteristics.
9. Compliance with the time of free and independent activities of children.
10. Timely exit for an evening walk.
5. Methods of catering.
Compliance with hygiene requirements
1. Sanitary condition, placement of dining room furniture.
2. Table setting: are the table setting requirements taken into account depending on the age of the children, the aesthetics of the design, the activities of the attendants
3. Organization of hygiene procedures depending on age. The presence in the group of conditions for hygiene procedures (compliance of sanitary equipment with the growth of children; marking of towel cabinets; presence of cups for rinsing the mouth; availability of an individual comb)
4. The use of the artistic word by the teacher when washing and feeding children
5. The teacher's ability to present a dish (unloved, new) and the teacher's communication with children during meals.
6. The mood of the children and the atmosphere in the group during meals.
7. The ability of children to use cutlery.
8. Timeliness of food delivery to the group.
9. Implementation of the diet in accordance with the daily regimen, depending on age.
10. Methods of upbringing cultural and hygienic skills. (Appendix 2)
6. Analysis of the organization and methods of conducting
morning exercises
1. The presence of morning exercises in the groups.
2. The teacher's knowledge of the current morning gymnastics complex.
3. Duration of morning exercises: its compliance with the age of children and the requirements of the regimen.
4. Selection of exercises, the sequence of their implementation, compliance with a given age.
5. Use of musical accompaniment.
6. The presence of game situations, moments during gymnastics.
7. The use of various items when performing the ORU.
8. The use of different types of exercise demonstration.
10. Fulfillment of hygienic requirements for the organization of morning exercises (room, clothing, equipment). (Appendix 3)
7. Organization of health and fitness work during the day
1. Planning and conducting morning exercises.
2. Planning and conducting physical education activities depending on the age of the children.
3. The use of physical education during classes.
4. Planning and carrying out outdoor games during a walk.
5. Planning and conducting outdoor games in a group.
6. Carrying out hardening procedures and health-improving gymnastics (in accordance with the recommendations medical professionals).
7. Compliance of the daily routine with the season and age of the children.
8. An individual approach to working with children, taking into account the health group (availability of health sheets).
9. Condition of clothes, footwear of children. Lack of dangerous items.
10. Compliance with hygienic requirements for clothing and footwear.
8. Organization and method of walking
1. Compliance with the walking time to the group regime.
3. Methodology for organizing dressing and undressing children.
4. The level of self-service skills in children corresponds to this age group.
5. Compliance with the motor regime of children during a walk.
6. Outdoor games and their number correspond to the age of the children.
7. Variety and a sufficient amount of external material.
8. Organization and methodology of observation: the topic of observation corresponds to the age of children, the teacher uses various methods and techniques, the content aspect of observation is aimed at developing the cognitive activity of children.
9. The use of educational and didactic games by the teacher during joint and individual work with children.
10. Guidance by the teacher of the independent activity of children during a walk. (Appendix 4)
9. Analysis of the organization and management of gaming activities
1. Creation of conditions for the play activity of preschoolers.
2. Types of games (plot-role-playing, didactic, desktop-printed, mobile, round dance, folk, verbal, etc.)
3. Organization of preliminary work for play activities.
4. Techniques for involving children in play activities.
5. Features of the nature of role and real relationships between children
6. Development of gaming activities, management techniques.
7. Ways of solving conflict situations arising in the process of playing activities.
8. The form of summing up the results of game activity (game, discussion of specific game situations and the performance of roles, the possibility of plot development)
9. The presence of attributes and substitute items, their aesthetics and hygiene.
10. Involvement of parents in the replenishment of the game subject-developing environment (attributes, costumes, toy repair)
10. Analysis of the organization and methods of conducting direct educational activities:
- physical education
1. Are the hygienic requirements for the organization of physical education (premises, clothing, equipment) fulfilled?
2. Implementation of health-improving, upbringing, educational tasks in physical culture lessons.
3. Compliance of tasks with a given age.
4. Compliance with physical activity standards (in the introductory, main, final parts).
5. The use of non-traditional forms of employment.
6. Awareness of children's perception of the lesson material.
7. Understanding by children of the tasks assigned to them.
8. Demonstration of independence in search of new ways of action.
9. Using different ways of organizing children to perform basic movements.
10. Compliance with the structure of the lesson. (Appendix 6)
- on the speech development of children
Teaching children about storytelling with toys
1. Is the object of the story chosen correctly: a toy or object should be with a pronounced personality.
2. Do the children have an emotional interest in the toy.
3. Whether the connection between observation and speech activity has been established in an accessible form for children.
4. Is the speech activity of children connected with play creativity?
5. Are children encouraged by play actions to describe toys in detail, emotional?
6. Do the children isolate (when examining) with the help of the teacher's questions the main signs and qualities of the toy?
7. Using mnemonic tables when compiling a story about a toy.
8. Do children know how to complement and evaluate the performances of their peers.
9. Methods of work on the formation of the prerequisites for universal educational actions.
10. Does the teacher analyze stories made up by children?
Painting storytelling training
1. Do children know how to look at the picture and name the objects depicted on it.
2. Do children know how to establish connections between objects and phenomena depicted in the picture.
3. Do they know how to determine the external signs and properties of objects.
4. Do the questions of the teacher encourage children to reveal cause-and-effect relationships in the answers.
5. Do children know how to logically and accurately construct answers.
6. Do they follow the correct word order in the sentence?
7. Variation in the construction of the proposal.
8. Ability to develop a storyline in a picture, connecting parts of an utterance with different types of connections.
9. Does the child know how to continue the story on the picture.
10. Methods of work on the formation of prerequisites for universal educational actions. (Appendix 6)
- on the formation of elementary mathematical concepts in preschoolers
1. Whether the software content is age-appropriate.
2. Whether there is a new presence that provides some effort and tension of thought.
3. Are there any elements of entertainment in the lesson?
4. Are there any techniques aimed at: attracting and focusing attention, activating and independence of thought, presenting a new one based on the existing experience of children.
5. Does the teacher explain tasks to children in an accessible way?
6. Is it clear to pose questions to children.
7. Whether questions or tasks are repeated several times.
8. Are there judgments in the answers of the children.
9. Can children make connections.
10. The behavior of children in the classroom during work: with pleasure and interest, with enthusiasm, help with the answers of others.
11. Is the selection of the demonstration material on REMP correct (in accordance with the requirements of the program for this age group (Appendix 8).
- on musical development
1. Compliance of tasks with the program of the age group and the level of development of children.
2. The conditions for conducting the lesson have been created: a plan, visual aids, attributes, toys, etc.
3. The ability of the teacher to organize the children at the beginning of the lesson.
4. The use of different types of musical activity, their alternation.
5. The use of various methods of upbringing and developmental education, the effectiveness of use.
6. Creation of opportunities for children to show initiative, independence, creative activity.
7. The teacher takes into account the mental, emotional and physical stress, as well as the age characteristics of the children of this group.
8. Activities of children in the classroom: spontaneity, emotional mood, ease; maintaining interest throughout the lesson.
9. Organization of children in the classroom: the ability to obey certain rules of behavior, independence, conscious discipline, concentration when completing tasks.
10. Creative manifestation of children in singing, playing, dancing, etc.
- for visual activities
1. Does the content of the lesson correspond to the program of this group?
2. Determine the cognitive value of this lesson, was the load on the lesson sufficient?
3. What was the combination of new and familiar material for the children in the lesson?
4. What was the educational value of this lesson?
9. Duration of the lesson as a whole and in parts. Age-appropriate children. The reasons for the delay in the lesson (if any).
10. Give a general description and assessment of the viewed lesson (what changes are advisable to make in the methodology of conducting the lesson). (Appendix 9).
11. Organization of interaction with parents
1. The presence in the group of a long-term plan of interaction with parents.
2. The presence in the group of the journal of minutes of parenting meetings (kept until the release of children).
3. Availability of scheduling of interaction with parents.
4. Availability of agreements between the kindergarten and the parents.
5. Aesthetics of information stands for parents.
6. The material is specific and rational in volume.
7. In the parent's corner there are visual materials, folders-moving in accordance with the topic and the given age group.
8. In the group, a survey is conducted among parents in order to study the contingent of the group, study parental requests, etc.
9. The group has arranged various exhibitions of children's and parenting works.
10. The participation of parents in organizing the educational process, creating a comfortable subject-developing environment.
BIBLIOGRAPHIC LIST
Educational activity of the teacher / VA Slastenin [and others]. - Moscow: "Academy", 2006. - 298 p.
Zanina, L.V. Fundamentals of pedagogical skills / L.V. Zanina, N.P. Menshikova. - Rostov-on-Don: Phoenix, 2003 .-- 288 p.
Zeer, EF Psychology of professional development / EF Zeer. - Moscow: "Academy", - 2007. - 240 p.
Zvonnikov, V. I. Modern means of assessing learning outcomes / V. I. Zvonnikov, M. B. Chelyshkova. - Moscow: "Academy", 2007. - 224 p.
Kuznetsov, I. N. Handbook of the teacher / I. N. Kuznetsov. - Moscow: "Modern Word", 2005. - 544 p.
Kodzhaspirova, G.M. Teaching aids and methods of their use / G.M. Kodzhaspirova, K.V. Petrov. - Moscow: "Academy", 2005. - 276 p.
Lapina, O. A. Introduction to pedagogical activity / O. A. Lapina, N. N. Pyadushkina. - Moscow: "Academy", 2008. - 160 p.
Moreva, N.A.Modern technology of training sessions / N.A.Moreva. - Moscow: Education, 2007 .-- 158 p.
Nikitina, N.N. Fundamentals of professional pedagogical activity / N.N. Nikitina, O. M. Zheleznyakova, M. A. Petukhov. - Moscow: Masterstvo, 2002 .-- 288 p.
General and professional pedagogy / V. D. Simonenko [and others]. - Moscow: Ventana - Graf, 2005 .-- 368 p.
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| Name of sections | P. |
| Introduction | 3 |
| 1. Analysis of the conditions for the readiness of groups to organize the educational process | |
| 2. Analysis of the subject-spatial developmental environment in groups | |
| 3. Acquaintance with the normative documentation of the kindergarten group | |
| 4. Compliance with the regime and organization of the life of children | |
| 5. Methods of catering. Compliance with hygiene requirements. | |
| 6. Analysis of the organization and methods of conducting morning exercises | |
| 7. Analysis of the organization and methods of conducting morning exercises | |
| 8. Organization and method of walking | |
| 9. Analysis of the organization and management of gaming activities | |
| 10. Analysis of the organization and methods of conducting direct educational activities 11 Applications |
ANNEXES
ANNEX 1
SAMPLE EDUCATIONAL PLAN
Theme: Our city
Group: Senior
Date: 11/10/14.
| Mode | Joint activities of the educator and children (Front and group) | Individual work with children | Top up Wednesday P-R | Analysis |
|
| MORNING | Physical, social-personal, cognitive development, | Morning gymnasium (complex number 1): 1 Talking with children and looking at pictures: "Where do I live?" Name the city in which you live, street, address? Who lives with you in your family? 6. Sedentary game: "What is the house built of" (with a ball) | From the bones, Olya repeat the nursery rhyme "Naughty" | Replenishment of the exhibition of photographs about the city | |
| , speech development, | 1. Cognitive and speech. Theme: “Professions. All works are good, choose the taste " Target: Raise children's interest in their surroundings. Clarify children's ideas about diversity, about the importance of professions. To foster a sense of respect for professions, people of these professions. To replenish vocabulary, to consolidate in the dictionary the generalizing concept of "profession (Synopsis No. 5) 2. Drawing: Theme:"Street of my city" Target: Systematization of children's knowledge about the structure of the street, houses located on the streets of the city, about traffic. Consolidate knowledge of road signs. Teach to depict traffic in perspective | To perform the exercise "Guess the profession" (show and name the corresponding profession from the picture) Katya, Seryozha. Help Olya and Rita in painting the surface of the sheet. Exercise in a continuous movement of the hand | Illustrations of different types of adult labor | ||
| Walk | Physical, social-personal, cognitive | 1. Observation: "Observation of the footpath" Purpose: To form knowledge about the pedestrian part of the road, traffic rules. Continue to distinguish between cars by their purpose (cars, trucks). To generate interest in the profession of a driver. Where is a pedestrian supposed to cross? (explain that you need to stick to the right side so as not to collide with an oncoming pedestrian) - How should you go along the pedestrian path? (with a calm step) - And if there is a traffic signal, then what traffic signal are we crossing the road to? - How did we know that it is here that the crossing is? I propose to watch the cars moving along the road. Poem: Buses are in a hurry, cars are in a hurry, They are in a hurry, rushing as if they were alive. Each car has business and worries, Cars go to work in the morning. What types of transport have you seen? What is the difference between cars and trucks? What's on the front of the car? What are they needed for? Who is driving the car? Anyone can drive a car? How do cars differ from each other? 2. P / N: "Traffic light"(The ability to act on a signal", "Get into the box" (train the accuracy of throws) "Catch up with your pair" (develop attentiveness) 3. Labor activity: cleaning paths on the site about fallen leaves. Feeding the birds. Purpose: To teach children to cleanliness, order. Cultivate a caring attitude towards birds. | 4.Individual work with children to master the ATS: jumping from a place on two legs (vigorous repulsion and correct landing) | 5 Outdoor material for a walk: Road signs, badges of transport modes, brooms, sand sets. Set for the game "Regulators on our street" |
| 2 half day EVENING | Physical, social-personal, cognitive ravitise, | Invigorating gymnastics (Complex "1) D.I .: "I live on the floor" (with a ball) Purpose: To develop attention, pronounce the endings of words correctly. How many floors are there in the kindergarten? So what is this house? (double decker) (3,4,5, 6, etc.) Game: "Where do animals live" Purpose: Replenish the stock of knowledge, develop speech. (A bear has a den, a den, a hollow, a burrow, an anthill, a nest, a beehive, a shell) Productive and artistic activities (painting with paints) "My family", "My city" Purpose: To learn to place the image throughout the sheet. Foster love and respect for family members, the city in which we live. Role-playing games: "House", "Kindergarten", "Shop", "Builders" Purpose: Ability to come to terms, conduct a game dialogue, use substitute items. Foster friendly relationships. Reading Mayakovsky "Who to be" Purpose: To develop auditory attention, to educate children in an interest in professions | |||
| STROLL | Physical, social-personal, cognitive, speech development, |
Criteria for evaluating the plan:
1. Compliance with the developmental principle.
2. Compliance with the principle of integration of activities and educational areas
3. Compliance with the thematic principle.
4. Form of recording of game activities (name of the game, purpose, methods of guidance)
5. Form of recording the conversation (topic, tasks, techniques).
7. Compliance with the technique of recording observation during a walk (topic, purpose, riddles, poems, questions, silent contemplation).
8. Planning correctional work. the type, with whom of the children the work is carried out, the content of the work is indicated.
9. Planning the replenishment of the developing environment.
10. Planning of work with the family.
APPENDIX 2
EXAMPLE SCENARIO OF CONDUCTING THE MODE PROCESS "WASHING" IN 2 YOUNGER GROUP
Tasks: Formation in children of the habit of washing their hands before eating, wiping their face and hands dry with a personal towel.
(look in the Program of education and training in kindergarten "From birth to school", ed. NOT. Veraxes- page 64)
| Regime process, time in day mode | Conditions, equipment | Educational area | Methodological techniques for leadership | Notes (edit) (Consistency in the actions of the educator and the assistant educator, etc.) |
| Washing before breakfast | Washroom; warm water; small shells at the height of the child; small soap in a soap dish on each sink; individual towel cabinets with a picture; mirror at the height of the child; color algorithm of the sequence of washing; toy doll. | Health Communication Cognition | 1. After morning exercises, I draw the attention of the children in the group room to the tables and ask: What are we going to do now? (eat, have breakfast, etc.). What should be done before eating? (wash your face, wash your hands, etc.). Now we will put the chairs to the tables and go to the washroom. Girls first. I invite the children to the washroom 2. A doll sits on the locker. I bring it to my ear: Masha does not know how to wash her hands and is waiting for us to teach her? Shall we show the doll how to wash properly? 3. Go to the sink ( I comment on the actions of children). Look at the picture. It is necessary to roll up the sleeves so that they do not get wet - Whoever does not roll up the sleeve will not get some water. Whoever fails - ask me to help. Let's get our hands wet We take soap from the soap dish and three hands with them (demonstrating), then we put it in the soap dish. Lather up so that foam appears. Look what kind of foam the girl has in the picture: "The soap will foam and the dirt will go somewhere!" Then three soapy hands, as if stroking one another (showing), so that the soap washed away all the dirt from our hands. Look, our soap is magic - we now have “gloves” on our hands made of foam. Then we wash off the foam from our hands, substituting them under water, as in the picture; We collect water in our palms folded in a boat, and wash our face: "Ay, frets, frets, frets, we are not afraid of water, we wash cleanly, we smile at each other." 4. After washing your hands, squeeze excess water from your hands into the sink - do not wave your hands - you will splash your comrades and the floor, turn off the tap, We go to the cabinet with towels, we find our picture, Take off the towel We expand it and We wipe dry first the face, and then the hands And we hang a towel in the locker in place, each under its own picture. 5. I turn to the doll: Understood, Masha, how to wash? Masha says that she did not remember everything and now asks the boys to wash, and she will see again how to do it. 6. I invite the boys to go to the washroom. I comment on the actions and control the process, as necessary, I remind the sequence, I praise the preschoolers, I read the nursery rhyme: "Water, water, wash my face, To make your eyes shine, to make your cheeks redden, So that the tooth bites, so that the mouth laughs! " 7. I wash the doll, wipe it with a separate towel: "Long live the fragrant soap and the fluffy towel!" Masha says, children, thank you for teaching her how to wash. And if, Masha, you forget how to wash, then look at the pictures and you will immediately remember. And now, boys, go into the group and sit down at the table for breakfast. | The teacher controls how the girls put the chairs at the table and goes to the washroom with the children. The caregiver monitors how the boys place the chairs at the table and helps roll up their sleeves. When the girls leave the washroom, the caregiver praises the girls for their clean hands, sends the boys to the washroom, and helps the girls sit down at the table. |
APPENDIX 3
MORNING GYMNASTICS COMPLEX
FOR SENIOR CHILDREN
| Dosage | Pace, breathing | Organizational and methodological guidelines | Note |
|
| I Introductory part |
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| Column formation | Trace | |||
| Turns | ||||
| Walking with a change of direction (behind the first-last) | By a strong blow of a tambourine | |||
| Walking on toes, hands behind the head | Elbows to the side, back straight, looking forward | From 08.11 - walking on the heels, hands to the shoulders |
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| Walking in a semi-squat, hands on the belt | Back straight, look forward | |||
| Scatter run | We run all over the hall. | |||
| Running with a side step to the right (left), hands on the belt | Breathing through the nose | The steps are not wide, we jump higher, easily | Run with high knees |
|
| Running backwards | We look over the left shoulder | |||
| Rebuilding in 3 columns | We take balls along the way. Through the middle in threes | |||
| II Main part |
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| 1. "Move the ball" I.p .: O.s., the ball is in the right (left) hand at the bottom. 1- arms to the sides; 2- up, move the ball to the left (right) hand; 3- arms to the sides; | Arms straight We look at the ball | |||
| 2. "Ball on the floor" I.p .: Feet at the width of the feet, the ball in two hands below. 1-bend down to put the ball on the floor; | When bending over to speak - exhale I.p - inhale | Show sideways Legs straight Slope lower | 1-bend down touch the toes of the right foot with the ball; 2- touch the floor between your legs; 3-touch the toes of the left foot; |
|
| 3. "Ball back" I. p.: Feet wide apart the ball in the right (left) hand below. 1-turn to the right (left) take the hand with the ball back; 2- I. p., Transfer the ball to the other hand. | 3 times in each direction | When turning - exhale I. p. - inhale | Back straight We look at the ball | I.p .: kneeling |
| 4. "Boat" I. p.: Lying on his stomach, arms with the ball extended forward. 1- hands with the ball up, legs slightly up; | Rising - exhale I. p. - inhale | Arms straight Feet together Legs straight | ||
| 5. "The ball under the knee" I. p.: Feet at the width of the feet, the ball in the right (left) hand at the bottom. 1-2-raise bent leg, shift the ball under it to the left (right) hand; | 3 times under each leg | 1-2 - exhale 3-4 - inhale | Knee higher Do not tilt your back Pull the sock | |
| 6. "Show the ball" I.p .: feet, foot-width apart, the ball is pressed to the chest. 1-sit down with your hands forward, show the ball; | Sit down - exhale I. p. - inhale | Show sideways Back straight Arms straight | "Roll the ball" I.p .: ball on the floor, right (left) leg on the ball, hands on the belt 1-7-roll the ball back and forth; 8- I. p., Change leg. |
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| 7. "Jumping" I. p.: OS, ball on the floor in front of you. Jumping on the right (left) leg | 8 times alternating with walking | We jump easily We put balls along the way | ||
| III Final part |
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| Fast run | Easy, breathe through your nose | |||
| 1. "Pop" 1- arms to the sides; 3- arms to the sides; | Slowly | Palms to each other Fingers together | ||
| "Harmonic" I.p .: OS, hands on the belt. 1-4-moving the legs from heel to toe, we spread them; 5-8-shift in I. p. | Back straight Looking ahead We go higher | "Caterpillar" I.p .: sitting, legs bent together, arms - support from behind. Leaning now on the heels, then on the toes, move the legs forward, and then also backward in I. p. |
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APPENDIX 5
IN THE OLDER GROUP "ZOO"
Program tasks: contribute to the expansion of knowledge about animals, their appearance, habits, lifestyle. To consolidate knowledge about the professions "veterinarian", "guide", the content of their activities. Stimulate creativity in the development of the plot.
Develop verbal communication.
Form a friendly relationship between children while playing.
To cultivate a kind attitude towards animals, love and care for them.
Preliminary work:
Reading books of fiction on environmental topics (A. N. Ryzhova) watching DVDs.
Conversations about animals using zoo illustrations,
Looking at the Wild Animals album,
Guessing and guessing riddles about animals,
Reading fiction about animals.
The image of animals with stencils,
Coloring the image of animals,
social and communicative, cognitive, speech, physical, artistic and aesthetic development.
Material for the game: building material, toys of wild animals, signboard "Zoo", invitation cards.
Children sit on high chairs that stand in a semicircle. The teacher brings in a large musical poster "Zoo".
Educator: - Guys, look what I brought you! This morning I went to kindergarten and saw a beautiful poster on the gate. Who knows what a poster is? (children's answers).
A poster is an advertisement for a performance, concert, lecture, etc., posted in a conspicuous place.
- Let's take a closer look.
Children stand around the table and look at the Zoo music poster.
Educator: - Where do you think we are invited? (Answers of children).
That's right, we are invited to the zoo! Tell me, which one of you was at the zoo? (Answers of children).
Who knows what a zoo is? (Answers of children).
The zoo, as everyone knows, is a place where animals living on earth today are kept and shown to visitors.
Tell me, who works at the zoo? (Answers of children).
Answer: director, cashier, cleaning workers, guide, cook, veterinarian.
Educator: - Who knows who a guide is? (Answers of children).
A tour guide is a person who tells interesting stories about paintings, animals and other things.
What is a Veterinarian? (Answers of children).
That's right, a veterinarian is a doctor who treats animals.
Guys, look, whose footprints are these?
The teacher draws the attention of children to the tracks of animals spread out on the floor.
Educator: - Let's follow them and see where they lead!
The teacher and the children line up one after the other and to the music from the cartoon "Masha and the Bear" "The Beast in the Footsteps of Such a Beast" follow in the footsteps of the animals in the group and stop in front of the signboard "Zoo".
Educator: - Guys, where did the footprints lead us? (Children's answers: to the zoo).
Who lives at the zoo? (Answers of children).
Right! And now I suggest you play the game "Zoo"
Children assign roles and choose attributes for the game. Everyone takes their jobs.
Educator: - Guys, to get to the zoo, we need invitation cards. Where can we get them? (Children's answers: at the box office).
That's right, at the checkout. Tickets are sold by a cashier.
Children and the teacher go to the ticket office, get tickets and go to the zoo.
Suddenly, a phone call is heard from the director (child) in the office:
Hello! Hello! Yes, it's a zoo. Yes, of course, bring them! (He hangs up and says that now 10 animals will be brought to us, but there are no cages for them. They urgently need to be built).
Educator: - Guys, let's build aviaries for animals. Who knows what an aviary is? (Answers of children).
An aviary is a site, a fenced area (with a canopy or open) where animals are located.
What are we going to build aviaries from? (children's answers: from a large building material).
Yes, we will build them from large building materials. And now I propose to play the game "Who will build the best enclosure for animals"
Children, under the guidance of a teacher and with cheerful music, build aviaries from large building materials.
Educator: - Well done! Everyone did it! Aviaries are ready!
The car signal sounds. A child in the role of a chauffeur brings a truck with animals.
Educator: - Guys, let's see what animals were brought. Guess the riddles and they will get out of the car.
The teacher makes riddles about each animal. Children guess them with interest.
Educator: - Tell me, what kind of animals are they domestic or wild? (Children's answers: wild) .
Educator: - And now I propose to show our animals to the veterinarian.
The veterinarian (child) examines the animals: appearance, measures temperature, etc.
Educator: - Tell me, doctor, are all animals healthy? (Answer: yes).
Then I suggest placing our animals (toys) in enclosures.
Guys, name the animals that are in our zoo. (Children's answers: bear, elephant, tiger, lion, kangaroo, giraffe, hares, fox, wolf, monkey).
Which of them sleeps in winter? (Children's answer: bear).
Where does he sleep? (Answer: in a den).
What does he like to eat? (Answer: berries, honey).
See who it is? (Answer: giraffe).
That's right - it's a giraffe. Tallest animal on earth. The pattern of spots on his skin is never repeated. Giraffe eats branches, leaves of trees.
Educator: - Guys, which of you can tell about any animal?
Children, at will, talk about the animal they have chosen. The teacher complements the children's answers.
Educator: - Now it's time for lunch.
The cook (child) brings food to each animal.
The teacher tells the children that it is very dangerous to come close to the cages with animals, you cannot feed them with cookies, sweets, reach out to them, and not make noise in the zoo.
Educator: - A photographer works in our zoo. If you want to be photographed around the animals, approach the photographer.
A child comes out with a camera and begins to photograph children.
Educator: - Guys, our animals are tired and they need to rest. Let's come to them next time.
Look, someone's tracks have appeared again!
The teacher draws the attention of children to the footprints on the carpet.
Educator: - Let's see where this time they will lead us.
The teacher, together with the children, follow each other in the footsteps to the music from the cartoon "Masha and the Bear" "The Beast in the Footsteps of Such a Beast" and come up to the chest.
Educator: - Guys, look, what is this chest?
The teacher opens the chest, which contains the cookies in the form of animals.
Educator: - What are the treats here! This is from the inhabitants of the zoo. They say thank you very much for visiting them.
The teacher distributes cookies to children.
Educator: - We didn't even notice how we ended up in kindergarten. Our journey has come to an end. All of you are great!
APPENDIX 5
RELEASE GAME OUTLINE
IN THE SENIOR GROUP "HOSPITAL"
Program tasks:
1. Encourage children to more widely and creatively use in games knowledge about the hospital, about the work of doctors, about the pharmacy and the work of the seller, about the life of the family.
2. Develop creative imagination, the ability to jointly deploy the game, continue to form the ability to negotiate.
3. Continue to teach to perform various roles in accordance with the plot of the game, using attributes, to encourage children to independently create the missing objects, details (tools, equipment) for the game. To cultivate goodwill, a willingness to help out a comrade.
Preliminary work: viewing the illustrations "Hospital", "Pharmacy", acquaintance with the work of a doctor, a conversation with a nurse from a kindergarten; conversation with children about how they went with their parents to the hospital, pharmacy, stories of children about what they learned new about the profession of a doctor.
Creating a playful environment: tables, chairs in doctors' offices, white coats, medical supplies, syringes, thermometer, table, flashlight, medicines, cash register; household items for playing "Mothers and Daughters"; dishes, chairs, tables, etc., bags for mothers; references - papers, cards - cardboard, pens, money - papers, dolls.
Guys, recently we talked about the hospital. And you all told about how you went to the hospital with your parents. Is that so?
Let’s guys, we will once again remember what kind of doctors work in the hospital. Who knows, raises his hand.
Andrey: Oculist.
That's right, well done! Yet?
Katya: Surgeon.
Clever girl. What else? Guys, let's be bold!
Snezhana: Pediatrician.
That's right, a pediatrician is the most important pediatrician. There is also a neurologist, massage therapist, cardiologist, endocrinologist working in the hospital, you cannot name all of them.
But you are great, coped with the task!
And today, guys, a new hospital will start working with you. But there is a problem in the new hospital there are no doctors at all. Let's fix this mistake and choose the players.
We have a reception, a pediatrician's office, an ophthalmologist's office, and a procedure room.
Who will work at our reception? Nurse required.
Children: Let it be Anya.
Why Anya?
Children: She is sympathetic and polite. Anya will cope with this role.
Children: Valeria.
Yes, guys, I agree with your choice. Valeria is very caring and attentive. Valeria will be a pediatrician.
And who will help the pediatrician and take on the role of the nurse?
Lena: May I be a nurse.
Good. And who will be our ophthalmologist?
Seryozha, will you be an ophthalmologist?
Seryozha: Yes, but can Snezhana work as a nurse for me?
Sure.
Guys, we still have a treatment room. Who will vaccinate with us?
Dasha: Can I work in the treatment room.
Guys, we will also have a pharmacy with you and a cashier is required there.
Azalea, I entrust you with this responsible role. You are our responsible girl. I think you can handle this role.
Azalea: Good.
Guys, who will play Mother and Daughters? Who will play mom and dad here?
Children: Let Maria be our mother.
Why Maria?
Children: Because she is caring and economical.
OK. And then who will be our dad?
Andrey: Can I be a dad?
Okay, Andrey.
Andrey and Maria go to the play corner. You are a dad and mom, and you have a daughter, a doll Katya. Cook everything there.
Doctors and nurses wear gowns.
The rest of the children who are left without a role will be patients. You also take dolls for yourself - these will be your children.
You can take your bags.
The head physician of the hospital will be Roman. Roma, you will monitor the situation in the hospital.
So, all the roles are assigned. Now we will open our hospital, and the head physician will solemnly cut the red ribbon.
Children, look at which offices have opened: an ophthalmologist's office, a pediatrician's office, a treatment room.
All doctors are assigned to offices and are ready to receive patients.
So, I'm Maria's neighbor.
We must go to visit a neighbor.
Hello Maria!
Maria: Hello.
But I've decided to drop by, can I?
Maria: Yes, yes, of course, come in.
What are you doing now?
Maria: And Andrei and I are preparing breakfast.
Hmm, I see. Maria, did you hear that a new children's hospital was built nearby?
Maria: Yes, I heard. Today we are just going to go with our daughter to an appointment with an ophthalmologist.
Yes?! And we, too, with my daughter were going to go to the reception. Well, okay, I'll go, otherwise I have to take the line. Goodbye.
Maria: Goodbye.
Registry.
Guys, let's get in line.
And who is the last one, to the registry?
Katya: "I am the last."
Okay, then I'll be behind you.
Guys at the front desk, we'll get referrals to see a doctor. And don't forget to say the words "thank you", "please."
Rita and Rustam: Please give us a referral to a pediatrician.
Anya: Now wait, I'll write you a referral ... Take it, please.
Rita and Rustam: Thank you.
Kirill and Masha: Please, give us a referral to an optometrist.
Anya: I'll write now. Please take.
Hello, could you write us a referral to a pediatrician?
Anya: Yes, of course, I'll write now.
Who is the last one to see the pediatrician?
Rita: I'm the last one.
Okay, then we'll be behind you.
Please tell me, has the reception already started?
Rita: Yes, we'll go in now (goes to the doctor)
Guys do not forget to say hello.
Rita: May I?
Valeria: Yes, come in.
Rita: Hello doctor!
Valeria: Hello. Sit down, what's your daughter hurting? What are you complaining about?
Rita: My daughter needs a flu shot. Doctor, write us a referral, please.
Valeria, will you listen to the patient through the phonendoscope?
Valeria: Let me listen to your daughter. Pull up your dress, please. Breathe. Don't breathe. Breathe. Everything is fine. Write the patient a referral for a flu shot (gives the card to Lena, the nurse).
Lena: Good. Here, take it.
Rita: Thank you very much. Goodbye.
Valeria: Goodbye.
The teacher enters the doctor's office.
Hello, Doctor.
Valeria: Hello, sit down, what are you complaining about?
My daughter has a sore throat and also coughs.
Valeria: Let me examine your daughter. Open your mouth. Say ah-ah! So the throat is very red.
Valeria: And now I will listen to you. Breathe. Don't breathe. Breathe. So everything is clear. Take a thermometer and hold it for 5 minutes.
Valeria: Oh, what a high temperature your daughter has. I'll write you a prescription now, you can buy this medicine at the pharmacy. Take it 3 times a day. Drink hot milk with honey every night.
Thank you Doctor. Goodbye.
Treatment room.
Rita: May I?
Dasha: Yes, yes, come in.
Rita: Hello, we came for a flu shot.
Dasha: Hello, come on well, have a seat. We will now vaccinate you. Prepare the sleeve for now.
Dasha: (makes an injection) Like this. Hold cotton wool.
Rita: Thank you very much. Goodbye.
Dasha: Goodbye.
Reception at the ophthalmologist.
Seryozha, see your patients, they are waiting.
Kirill and Masha: Can we? Hello.
Seryozha: Yes, come in. Have a seat. Hello! What are we complaining about? Do you have eye complaints?
Masha: We came to the usual appointment to be examined.
Seryozha: Good. Then I will now examine your child's eyes.
Masha, help the doctor, make your daughter more comfortable, get her ready for examination.
Seryozha (examining) So I examined your daughter. She is healthy. Her eyesight is good.
Seryozha (talking to Snezhanna to the nurse) Write her a certificate stating that the child is healthy.
Snezhana: Okay ... Take your help.
Masha: Thank you. Goodbye.
Seryozha: Goodbye. Come next.
Katya and Daniel: Hello, doctor!
Seryozha: Hello, have a seat, what are you worried about?
Katya: Our son has a sore eye. The doctor, you see, even blushed a little.
Seryozha: Let's examine your child now.
Seryozha, don't forget to use medical instruments. Shine a flashlight. In order not to be mistaken and correctly diagnose.
Seryozha (examines): The eye needs to be treated, for this you need to buy these eye drops. Now I will write you a prescription ... Here, take it, you can go to the pharmacy right now and buy these drops.
Katya: Thank you, doctor. Goodbye.
Seryozha: Goodbye.
Children, look how our hospital started working, what good doctors are here. I'm going to go to the pharmacy and buy the medicine the doctor prescribed for me.
Guys don't forget to be polite to each other.
Danil: Please give me a drop according to this recipe.
Azalea: Hold on. From you 12 rubles 50 kopecks.
Danil: Here, take it.
Azalea: Your change, drops, take the recipe, please. Thank you for your purchase. Come to us again. We will always be glad to see you at our pharmacy. Goodbye.
Danil: Goodbye.
Hello girl, please, give me a medicine for this prescription.
Azalea: Yes, of course, wait a second. Here is your medicine. From you 76 rubles 34 kopecks.
Take it please.
Azalea: Your change. Thank you for your purchase. Come to us again.
Thank you. Goodbye.
Azalea: Goodbye.
Rita: Hello. Please give me vitamins for the children.
Azalea: Hello, how many packs do you need?
Rita: I have two packs.
Azalea: So from you 35 rubles.
Rita: Take it, please.
Azalea: Thank you for your purchase. Come to us again. We are always glad to see you in our pharmacy.
Rita: Yes, of course I will definitely come. Goodbye.
Azalea: Goodbye.
Guys, it's getting late today and our hospital is closing, and with it the pharmacy. But tomorrow the hospital and the pharmacy will be glad to see you. And you can come to the doctor's appointment tomorrow. Did you guys like the game? Guys, it's game over. And now everyone is putting the toys back together, putting things in order in the group room.
APPENDIX 6
NODE OUTLINE FOR PHYSICAL CULTURE
for the preparatory group for school
Location: gym
Tasks of direct educational activities: Improve the skill of crawling on a gymnastic bench on the stomach, on the back. Develop an eye, work out the accuracy of the swing. To cultivate decisiveness, dexterity.
Equipment : 6 stuffed three-kilogram balls, 2 gymnastic benches, 2 chairs with cubes on them, 2 wall-mounted rings, 2 bear medallions, 1 pin.
| Dosage | Organizational and methodological directions |
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| IIntroductory part |
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| Alignment. Turns in place. Walking with stops on signal. Walking in a semi-squat. Walking over medicine balls. Running "snake". Running with a change of leader. Running with straight legs extended forward. Rebuilding in 2 columns. | Gesture, command. To the right, to the left, around ... The signal is a beat of the tambourine. The back is straight, hands are on the belt, we look forward. Hands to the sides, pull the toe down, the leg is higher, look forward. We run from wall to wall. At the blow of the tambourine, we turn around and run after the latter. Pull the toe, the back is slightly tilted back, help with the movements of the hands. Through the middle in twos - march! |
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| IIMain part |
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| OSU 1. "Let's get warm" I.p .: slightly spread the legs, hands behind the back. 1 - hands to the sides, palms up below the shoulder - inhale, 2 - cross your shoulders with your hands, say "Wow!" 3 - hands to the sides, palms up below the shoulder - inhale, 4 - I. p., Exhalation | The arms are straight. |
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| 2. "Strongmen" I.p .: o.s., hands to shoulders, hands clenched into fists. 1 - with the force of the arms up, unclenching your fists, rise on your toes - exhale 2 - I. p., Inhale | The back is straight. The arms are straight. We go down quietly. |
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| 3. "We walk with our hands" I.p .: standing on all fours. 1-4 - moving your hands to yourself, kneel down. | Looking ahead |
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| 4. "Fold into a ball" I.p: lying on your back, hands to the sides, palms up - inhale. 1-2 - bend your knees, clasp your shins with your hands, raise your head - exhale | We don't knock with our feet. |
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| 5. "Scissors" I.p: sitting, legs together, back support. 1 - raise your legs, 2 - spread legs, 3 - bring your legs together, 4 - lower your legs, relax. | Pull off the socks. Legs are straight. We lower it quietly. |
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| 6. "Football in the air" I.p .: lying on your back, pull your knees to the stomach, arms along the body with palms to the floor. Beat an imaginary ball with your right or left foot. | Arbitrary | Do not take your hands off the floor. |
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| 7. "Circus horse" I.p .: o.s., hands on the belt. Rhythmic running in place, raising your knees high. | The back is straight. Pull the socks down. |
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| Basic types of movement | The boys help set up the benches, and the girls put up chairs with cubes and hang rings. |
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| 1. Crawling on a gymnastic bench on your stomach. | Arbitrary | Performing movements in two streams. We look at the cubes, keep our legs together. We grip the bench with four fingers from below, with the big one - from above. |
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| 2. Crawling on the bench on your back. | Arbitrary | We grab the bench at the waist level. We help ourselves with our feet. |
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| 3. Throwing rings at a vertical target (ring throw). | I control I. p. (the leg opposite to the throwing hand is behind). When swinging, we not only bend the arm, but also unfold the body. |
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| Outdoor game "At a bear in the forest" | Find out which game we will play by words. Remember the rules. Spin the pin to select 2 bears. |
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| III Final part |
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| Column walking one at a time | Slow | We breathe calmly. |
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| Relaxation to music | We lie with our eyes closed. |
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APPENDIX 7 ANNEX OF NODS ON THE DEVELOPMENT OF SPEECH "Monologue: Narration and Description"
Program tasks: To acquaint children with combined texts represented by a combination narratives and descriptions;
to consolidate the lexical meaning of words (good bad);
form an idea of the concept "offer"... Learn to make fairy tales from pictures.
Develop speech breathing
Integration of educational areas: cognition, speech development
Planned results: good orientation in concept evaluation good - bad, characteristic concepts "offer".
Equipment: illustration "In the thicket of the forest", a set of pictures, interconnected in meaning, to compose a fairy tale.
\ Methodical techniques:
1. Introductory part Organization of children, goal setting: we will make a fairy tale from pictures.
2. The main part.
2.1 Drawing from a picture "In the thicket of the forest"
2.2. set of exercises for development of speech breathing., tongue twister "Fox in the forest, cubs in the hole".
2.3. The selection of nouns for words is good, bad.
2.4 Drawing up a fairy tale from pictures with an analysis of actions "good", "bad".
3. The final part. Homework: tell the stories you made at home and draw illustrations for nickname. Praise children for their diligence and activity. Ask what was interesting in the lesson. What difficulties the children faced.
Course of the lesson
V: Hello children! Before proceeding to occupation, straighten your posture, sit down nicely and listen carefully to what I am going to tell you. Today we are going to make a fairy tale from pictures. But first, we will remember and consolidate the concept "offer"... What is an offer?
D: A sentence is a few words combined by meaning.
V: Right! Now let's compose according to the picture "In the thicket of the forest" sentences consisting of two, three, four, five words.
The bunny is hiding behind a bush;
The squirrel makes reserves;
The bees are buzzing;
The bear climbs for honey;
The chanterelle is hiding;
Woodpecker knocks on wood;
The hedgehog carries a mushroom on its back.
V: Well done boys! Now we will perform with you a set of exercises for development of speech breathing.
A. Smooth inhalation - smooth exhalation (6 times)
B. Smooth inhalation - sharp exhalation (5-6 times)
C. Let's say the tongue twister we learned earlier "Fox in the forest, cubs in the hole".
Well done! Now let's talk a little with you. Choose nouns for good, bad.
D: Good man, good friend, good girl, good evening;
Bad man, bad boy, bad home, bad morning.
V: Well, now we will analyze a good and a bad deed. And first, let's make a fairy tale, and these pictures will help us in this. (showing illustrations).
Let's take a close look at the pictures. What characters will be present in the tale?
D: Squirrels, hedgehog, fox, wolf and tree.
V: Which of the heroes will be the main (i.e. present in all pictures)
D: Hedgehog.
V: Let's take a close look at the first picture. What's on it?
D: Squirrels string mushrooms on a string, make supplies for the winter. And the hedgehog helps them by giving away their needles.
V: Is it a good thing that a hedgehog helps proteins?
D: Yes!
V: That's right, children. Everyone needs help.
Let's look at the second picture. What is depicted here?
D: The fox and the wolf laugh at the hedgehog, because he was left without needles and became weak and defenseless.
V: Is this a good or bad deed?
D: Bad!
V: Right! In no case should you laugh at the weak.
Let's look at the next picture. What is depicted there?
D: The hedgehog stands on a tree stump and talks to the tree.
V: What do a hedgehog and a Christmas tree have in common?
D: Needles.
D: Yes!
V: Of course guys! We look at the last picture and what do we see?
D: The Christmas tree gave the hedgehog its needles.
V: Who helped the hedgehog to get the needles?
D: Squirrels.
V: Right! Is this a good thing?
D: Yes!
V: Pay attention to the fox and the wolf. How surprised they look at the hedgehog. Here in one of the pictures they were happy and merry. Can we say about the fun of the wolf and the fox, that this is a kind laugh?
D: No.
V: Why?
D: Because they did wrong, laughing at the poor hedgehog without needles.
V: That's right, children. Fun, joy, and laughter are not always good. You cannot laugh at others, especially when they have a grief.
V: Now let's take a little rest and digress from the fairy tale.
Now we will have a physical education minute.
Let's go to the forest for mushrooms.
Gently get up from behind our seats, do not bother anyone. Let's listen and repeat after me!
The children got up early in the morning;
We went to the forest for mushrooms.
(walking in place)
Squatted, squatted
A white mushroom was found in the grass.
(squats)
Honey mushrooms grow on a hemp,
Lean over to them guys,
Bend over, one-two-three
And pick it up in the basket!
(slopes)
Here is a nut on a tree
Who will jump the highest?
(jumping)
If you want to reach out
You have to stretch hard.
(pull-up - arms up)
We wandered in the forest for three hours.
All the paths started.
(walking in place)
Tired of all the long journey
The children sat down to rest
(children sit down).
V: Well done boys! Now let's continue our class... Let's look again at the pictures, remember what was discussed. Let's try to make a fairy tale "Good deed"... And do not forget that the purpose of our classes is not only the compilation of a fairy tale, but also the inclusion of elements in it descriptions, so there is a prerequisite - in detail describe at least one of the heroes.
V: Well done. I really liked your fairy tales.
So guys, today at occupations we made up a story with you! What is a story?
D: Several proposals, united by a common idea.
V: What story did we compose?
D: Good deed.
V: Well done! Guys, I suggest that you tell the stories you have written at home and draw illustrations for your nickname.
Thank you all for your attention! You can be free!
APPENDIX 8
BASIC NODES IN THE PREPARATORY GROUP on FEM
(based on the fairy tale "Kolobok")
Program tasks:
Exercise in increasing and decreasing the number within 10 by one; in compiling a number from two smaller ones; solving simple arithmetic problems using symbols;
Strengthen the ability of children to navigate in space;
Exercise in dividing objects into 2, 4 equal parts and find a given part;
Develop logical thinking, memory, attention.
To cultivate accuracy, the ability to work together
Integration of educational areas: cognition, speech development
Social and communicative development.
Visual material:
Pictures depicting fairytale characters: bun, hedgehog, hare, mouse, wolf, bear, squirrel, fox; number series; strips of colored paper; checkered leaves; simple pencils; cards with the "Letters - numbers" table, examples; scissors; trays; reading of the Russian folk tale "Kolobok"
Expected results: children will successfully cope with solving arithmetic problems
Methodical techniques
1. Introductory part. Invite the children to turn the Russian folk tale Kolobok into a mathematical one.
2. The main part.
2.1. Telling the beginning of a fairy tale by a teacher.
2.2. Meeting of a bun with forest dwellers: a hedgehog. , hare, mouse, bear, squirrel. Completion of tasks: 1. solve problems You and I and you and me. How many of us and so on.
2. Comparison of numbers, names of days of the week and neighbors for a specified day of the week.
3. Solution of arithmetic problems.
4. Dividing a strip of paper into 2 and 4 parts.
3.Final part Analysis of the lesson.
Guys, did we have a fairy tale?
And what did you like most about the fairy tale? What new have you learned? What was difficult for you?
Course of the lesson
Do you guys like fairy tales? Let's remember the Russian folk tale "Kolobok". And since the land of Fairy Tales and the country of Mathematics are close friends. I suggest you turn the Russian folk tale "Kolobok" into a mathematical fairy tale. Let's see what happens.
Let's remember the beginning of the tale:
“Once upon a time there was an old man with an old woman. So the old man asks:
Bake me, old woman, a gingerbread man.
The old woman scraped up the flour, kneaded the dough with sour cream, rolled a bun, fried it in butter and put it on the window to get a sheet (i.e. cool down).
(Showing a picture of Kolobok).
Children: The gingerbread man jumped off the windowsill and rolled along the path.
Educator: Kolobok is rolling, rolling, and towards him ... Hedgehog.
(Displaying a picture of a hedgehog).
Hedgehog: Gingerbread man, Gingerbread man, I'll eat you!
Don't eat me, Hedgehog, better ask me tasks.
Educator: let's help Kolobok solve problems, otherwise the Hedgehog can eat him.
Hedgehog Tasks:
1. You and me, yes we are with you. How many are we?
2. How many nuts are in an empty glass?
3. If you eat one plum, what is left?
4. Who has more paws: a duck or a duckling?
5. How many tails do three cats have?
6. How many ears do two mice have?
The hedgehog let go of Kolobok.
(Displaying a picture of a hare)
Hare: Gingerbread man, Gingerbread man, I'll eat you!
Don't eat me, Hare, it's better to ask difficult questions and ask difficult tasks.
Hare tasks:
What number follows the number 7?
What number comes before 9?
Name numbers greater than 4 but less than 7.
Name numbers greater than 2 but less than 5.
How many days per week?
Name the neighbors of the environment.
What is the name of the 5th day of the week?
How many months in a year?
The hare let go of Kolobok.
(Show mouse picture)
Don't eat me, Mouse, you'd better ask examples or the most difficult tasks.
Mouse Tasks:
I brought 5 spikelets from the field, and then another 2. How many spikelets did I have? Solve this problem using a number series. (Children lay out the solution to the problem using symbols).
6 sparrows were sitting on a branch, 3 of them flew away. How many sparrows are left on the branch?
And now you yourself, Kolobok, come up with a problem and lay it out using symbols. (Children lay out their task, and then they say it.)
The Mouse Gingerbread man let go, and the Gingerbread man rolled on.
The Gingerbread man is rolling, rolling, and the Bear is meeting him.
(Displaying a picture of a bear)
Gingerbread man, Gingerbread man, I'll eat you!
Don't eat me, Bear, it's better to ask me math questions.
Bear Quests:
I have 2 teddy bears. All the time they argue among themselves: who has more, who has less. I want to give them 1 towel each, but I don’t know how to make them the same. (Children divide the strips into 2 parts). The teacher shows 1 strip and says: "Maybe this strip is longer?" (Answers of the children.)
Then help me, Kolobok, to divide this strip into 4 parts. These will be napkins - for me, a bear and 2 cubs. (Children divide the strips into 4 parts.) How much will I get? Bear? 2 cubs? (Answers of the children.)
Thank you Bear. And Kolobok rolled on.
The Kolobok rolls, rolls, and Squirrel meets him.
(Displaying a picture of a squirrel)
Gingerbread man, Gingerbread man, I'll eat you!
And now the hardest task. This is a graphic dictation. (Children draw a bunny).
The gingerbread man thanked the squirrel and rolled further and further along the path. On the way I met many forest dwellers, learned a lot and passed on my knowledge to others. And for you guys, forest dwellers have prepared little sweet gifts (treating children with sweets)
That's the end of the fairy tale, but who listened well.
Analysis of the lesson.
Guys, did we have a fairy tale? And what did you like most about the fairy tale? What difficulties did you meet.
APPENDIX 9
Synopsis of integrated direct educational activities for cognitive development with elements of application in the preparatory group
Program tasks :
1. Expand children's knowledge of butterflies. Introduce the lifestyle and development cycle. Teach children to create the image of a butterfly with the help of unconventional quilling applications. Develop color perception, evoke a positive response to the results of your creativity.
To acquaint children with the variety of butterflies. Cultivate interest in the life of these insects.
2. To develop hand motor skills. To fix the known techniques of twisting spirals into familiar shapes: droplets, eyes. Teach to twist the antennae.
3. To cultivate an interest and a caring attitude towards wildlife.
Integration of educational areas: cognition, speech development, artistic aesthetic.
Material and equipment: strips of colored paper, bright cardboard, PVA glue and pencil, napkin,
colorful illustration of butterflies.
Preliminary work: reading stories about insects,
guessing riddles, holding a competition in a group on the topic: "I will write a story about a butterfly."
Planned results:
Children will have a broader understanding of butterflies, a feeling of empathy for the preservation of this type of insect on the ground, and they will get acquainted with the quilling technique.
Methodical techniques:
Introductory part: organizational moment, riddle guessing.
2. Main part:
2.1 Viewing a presentation about different types of butterflies
2.2 The teacher's story about butterflies, their way of life, development, benefits, the need for a careful attitude.
2.3 Reading poetry about butterflies.
(physical education)
2.4 Demonstration of the execution of the application of a butterfly in the "quilling" technique.
2.5 Performing Work by Children.
3. Conclusion. reflection: what new children have learned about butterflies, how and why it is necessary to protect butterflies and other insects; examination and analysis of children's works, organization of an exhibition.
The course of the lesson.
Educator: With the onset of spring, the sun warms the earth and the first insects appear. Today we'll talk about one insect. And to recognize him, guess the riddle: The flower slept, and suddenly woke up.
I didn't want to sleep anymore,
Moved, roused,
Soared up and flew away.
Children: Butterfly.
Educator: The butterfly world is very rich and diverse. Now you will see it for yourself,
(presentation of the presentation "Butterflies")
Diurnal butterflies are active during the day and are brightly colored to be invisible on flowers. People always admire and admire the beauty of butterflies.
Butterflies flutter in the meadow
They spin, dance and sing.
You and I are invited to visit.
A light breeze shakes them
A flower beckons them to itself,
Elegant butterflies flutter
They decorate the green meadow! and
Flying from flower to flower, butterflies on their paws carry pollen and from this the plant grows better and gives a greater yield. These butterflies are beneficial. Their lifestyle benefits to plants
The butterfly's mouth is a long, thin proboscis. Usually it is rolled into a tight spring, but as soon as the butterfly sits on the flower, the proboscis unfolds and sinks for liquid nectar to the very bottom of the flower. The insect sniffs with its antennae. The antennae smell the flower from afar. The butterfly has large round eyes.
The butterfly's wings are covered with small scales that are covered with dyes. They give the butterfly a bright color. If you take a butterfly in your hands, you can damage these scales and then the butterfly will die. Do not take butterflies in your hands and do not allow others to do this. Save the beauty!
This is how the butterflies flew
Their wings fluttered
Tenacious paws worked,
They sat on a flower,
Blue, yellow, red,
We have a beautiful flower
Green, red, blue,
We have a beautiful flower!
Now let's trace the stages of development of butterflies. The butterfly lays its testicles first
Caterpillar larvae hatch from the eggs. They eat large quantities of plant foliage. Some larvae are so voracious that they can eat all the foliage on some plants. These butterflies are harmful.
After eating, the caterpillar grows up and begins to secrete a thin thread from the hole on the abdomen.
She wraps herself with this thread, turning into a cocoon or chrysalis. The pupa attaches to the bark of a tree or leaf and freezes.
Pupae of different butterflies differ in color and size. Although the pupa appears to be completely motionless, an insect grows inside it.
An adult insect hatches from the pupa - a butterfly! At first, she sits motionless, and when the wings dry up, she flies away.
Physical minute.
In the morning the butterfly woke up
She washed her face with sprout.
Two - gracefully circled,
Tri- bent down and sat down.
On four, flew away.
(children sit in their seats and)
The teacher tells and shows the use of the quilling technique for the application of a butterfly.
Educator: Take a colored strip and start twisting it into a tight spiral. Fix the end of the strip with glue. What do you think we did?
Children:-Head
Educator: Right! The body is larger than the head, so we take 2 strips and glue their ends together, after which we twist them into a tight spiral. Let the spiral unwind slightly and secure the end. Now we give the spiral the shape of an eye (press on both sides with our fingers at the same time) The body is ready!
To make the antennae, you need to bend a strip of paper in half and twist each end with a spiral to the fold line (in the opposite direction).
Finger game "Butterfly"
Oh, what a beauty
This butterfly is big!
I flew over the flowers -
And instantly suddenly disappeared!
Educator: -Getting to make the front fenders. They are the longest, so we take 3 strips of different colors and glue them together into one long one. For the second wing, we perform similar actions. Now we twist a tight spiral
Allowing it to unwind a little, we fix the end with glue. Squeeze with your fingers on one side, form a droplet. When performing the second wing, do not forget that the butterfly's wings are symmetrical and with the same color.
The hind wings are smaller, so we make them from two strips, similar to the front ones.
Now, using PVA glue, we glue the blanks on colored cardboard.
Educator The butterfly is ready!
Reflection: what new children learned about butterflies, how and why it is necessary to protect butterflies and other insects, examination and analysis of children's works, organization of an exhibition,)
Introduction
Main part
Conclusion
Introduction
Curriculum for PM 03. Organizing various activities and communicationinvolves educational and industrial teaching practice in: MDK.02.01.Theoretical and methodological foundations of the organization of play activity of children of early and preschool age MDK.02.02.Theoretical and methodological foundations of the organization of labor activity of preschoolers MDK.02.03.Theoretical and methodological foundations of the organization of productive activities of preschool children MDK.02.04.Workshop on artistic processing of materials and fine arts MDK.02.05.Theory and methodology of musical education with a workshop MDK.02.06.Psychological and pedagogical foundations of the organization of communication of preschool children Practice goals: combining theoretical and practical training into a single process of forming professional competence; adaptation of students to the real conditions of the pedagogical process; preparation of students for independent professional pedagogical activity; mastering all types of activities of a preschool teacher, pedagogical culture; formation of their own professional position. Practice objectives: 1. To consolidate and deepen theoretical knowledge, to test it in real teaching and educational work; preschooler musical labor education 2. To form the ability to navigate in the modern educational system of preschool education, to analyze and select the most perfect and acceptable directions for independent practical activity; Study the age characteristics of preschool children, take them into account in work; Develop interest and desire for creative, research pedagogical activity; Develop an individual style of work; To carry out methodological and methodological culture, diagnostic work. The base of practice is MBDOU DSKV No. 98, equipped with the necessary tools for practice. Kindergarten number 98 is located in Bratsk, Osinovka railway station, st. Sports 4 A. Tel: 302-571; 302-564 There are 14 groups in the kindergarten of them:
2 groups of early age, groups for preschool children, including: younger - 3gr., medium - 2 gr., senior-2gr., preparatory for school-3 gr., 2 of them operate on the basis of secondary school № 43; group of compensatory orientation for children with speech impairment, a group for supervision and care without the implementation of an educational program of preschool education for pupils of primary preschool age on the basis of the DDTDiM "Harmony". List compositionfor the 2013-2014 academic year there were 295 children. I junior group (2-3 years old) - 50 children; II younger group (3-4 years old) - 81; middle group (4-5 years old) - 45 children; older group (5-6 years old) - 46 children; preparatory group (6-7 years old) - 58 children; a group of compensatory orientation for children with speech impairments (5-7 years old) - 15 children. Preschool mission- to create conditions for the upbringing and education of each child at the level of his age and individual capabilities, to promote their full development, to provide equal starting opportunities for education in educational institutions. Priority areas in the work of the preschool educational institution -provision of qualified corrective assistance to children with speech impairments. Material and technical basethe kindergarten is located in a typical two-storey building, there are functional rooms: a music and sports halls, a methodological room, a psychologist's office, a speech therapist's office; catering unit; medical unit; laundry block. The kindergarten works according to the "From birth to school" program, scientific editor N.Ye. Veraxa. Main part
Theoretical and methodological foundations of the organization of play activity of children of early and preschool age
In the course of acquaintance with the experience of the preschool educational institution in organizing game activities, 2 thematic weeks were viewed. The teacher uses all types of games (D / u, S / p, P / u, Str. / And so on.) Games are displayed as in joint. So it is in independent activity. Games are also used in GCD. In independent activity, children can play independently, but due to their age, the games are monotonous. All kinds of games are reflected in the plan. Thus, the educator in his activities uses different types of games: both creative and games with rules. When studying the subject environment of the "Daisy" group on the formation of playing skills and abilities, the following areas were identified for play activities: 1. The corner of the role-playing games contains games that are appropriate for the age of children: a hospital, a hairdresser, a driver, a shop, a sailor. All games are equipped with the necessary equipment. The containers with the inventory for games are marked with the corresponding pictures. Children can independently pick up, play, move games around the group. The zone of board printed games is equipped with various didactic games, during which children learn to combine similar signs of objects, to group objects according to the named criterion. Games are located on shelves in a place accessible to children. The play corner is equipped with various toys: dolls, cars, telephones, bags, kitchen corner. There are various types of construction sets in the building games corner: floor-standing, table-top, "Lego", soft modules. In the area for theatrical games there are various types of theater: finger theater, "bibabo", flannelegraph theater, rubber characters from fairy tales, theater on cubes, theater in pictures. In the area of musical development: sounding toys, sets of noise boxes, contrasting in timbre and the nature of sound production (bells, drum, rubber tweeters, rattles, tambourine, pipes, metallophone, etc.), musical didactic games, music books, tape recorder. The subject environment in the group is organized taking into account the needs of children, corresponds to the principles: activity, taking into account gender and age differences, modernity, safety. The formation of a subject-developing environment is a dynamic process that allows the educator to show creativity, involving parents in the work. Pay attention to the zone of water and sand and the corner of experimentation. Children are rarely allowed to play with them. Pay attention to the frequency of director's games. They are absent in the educator's plan. Pay attention to the spatial organization of the environment, it should take into account for the child the possibility of fairly wide, well-visible paths of movement. Selected aspects of planning play activities in kindergarten:the plan gives the educator the opportunity to think in advance of the methods and techniques of teaching and upbringing of children, to see the ways to achieve the goal. Everything that the educator plans should ensure the harmonious development of the personality of each child. It should be remembered: planning should be flexible, because unforeseen factors can affect its implementation. A plan is not a formality, but an indispensable condition for successful and fruitful work with children, where the main thing is not the scheme and form, but the content. Let us consider the planning of a creative role-playing game, in which the meaningful game activity of preschoolers and their relationship is successfully formed. Analysis of plans educational work showed that there is often no connection between play activities and the content of lessons on acquaintance with the surrounding reality, observations (for example, on a walk). But such observations are accidental, ill-conceived and of little value for the general development of the child. Also, lack of communication between learning in the classroom<#"center">Theoretical and methodological foundations of the organization of labor activity of preschoolers
According to the plan for this MDC, a conversation was held with the teacher of the "Romashka" group (2nd junior) on the main directions and tasks of labor education of children. The main tasks in self-service: continue to teach children how to dress and undress independently in a certain sequence (putting on and taking off clothes, unbuttoning and buttoning buttons, folding, hanging clothes, etc.). to educate neatness, the ability to notice disorder in clothes and eliminate it with a little help from adults. The main tasks in economic and household work: encourage children to independently perform elementary assignments: prepare materials for classes (brushes, sculpting boards, etc.), after playing, put toys, building material in place. teach to observe order and cleanliness in the room and on the site of the kindergarten. in the second half of the year, begin to form in children the skills necessary when on duty in the dining room: help set the table for dinner (lay out spoons and forks, arrange bread bins, plates, cups, etc.). The main tasks in labor in nature: foster a desire to participate in caring for plants and animals in a corner of nature and on a site. teach with the help of an adult to feed fish, birds, water indoor plants, plants in beds, plant onions, pick vegetables, clear paths from snow, clean it off benches. The main tasks when familiarizing yourself with the work of adults: to form a positive attitude towards the work of adults. foster a desire to take part in a feasible load, the ability to overcome small difficulties. continue to foster respect for people of familiar professions. encourage assistance to adults, foster respect for the results of their work. to form a respectful attitude to their own crafts and crafts of their peers. Encourage people to talk about them. When studying the conditions of the group for the formation of labor skills, they found out where the equipment for labor is stored: aprons for duty hang in the dishwashing room so that children can get them on their own; aprons for washing toys and for working in a corner of nature hang next to a corner of nature: buckets, watering cans are on shelves in a corner of nature; rakes and brooms are stored in the reception area in the takeout area; handicraft tools are kept at the arts center. it is necessary to bring in a brush and a scoop to sweep the crumbs off the table for dining duties. for manual labor, you need to replenish the variety of fabrics. Observing the work of the teacher in the process of washing. Sonya M. Masha H. Denis K. Dasha Ch. Katya L. Nastya K. Roll up your sleeves ++++++ Use soap ++++++ Lather your hands ++++++ Wring your hands out --- +++ Take off the towel ++++++ Observing the work of the teacher while getting ready for a walk and returning from a walk (dressing, undressing). Sonya M. Masha H. Denis K. Dasha Ch. Katya L. Nastya K. know the sequence of dressing + + +++ + neatly fold clothes - - - + + + know how to put on things ++++++ fasten ++ - + ++ knot ------ help each other ++ - +++ thank for the service ++++++ Based on the analysis, we came to the conclusion that it is necessary: Continue to develop the ability of children to wring their hands while washing. Develop the ability to neatly fold things. Form the ability to tie shoelaces. A labor education plan was drawn up on the basis of tables in the second junior group. Specific names of the types of labor, their purpose and who were attracted are inscribed in it. We also observed the work of the educator on the use of labor orders: "Washing indoor plants" is a work in a corner of nature. To consolidate the name of the plants and the knowledge of children about them. Learn to wipe the leaves with a damp cloth. Maintain interest in and care for plants. Encourage children to use the words: ficus, care, water, wipe the leaves. Equipment: 2 flowers, 2 watering cans, 2 rags The planned tasks have been completed. Children willingly watered the flowers and rubbed the leaves. All equipment was prepared in sufficient quantity. In the beginning, the technique of introducing a flower was used, which helped to attract the attention of children. During the work, the teacher used a step-by-step demonstration and explanation (how to use a watering can, how to properly wipe the sheets). Children performed together with a teacher. The show was complete. In the course of work, the teacher uses help for children, artistic words, instructions, praise. The assignment was carried out methodically competently. Observation was carried out over the work of the educator to guide the watch: "Preparing for dinner" Purpose: to teach children to set tables in a certain sequence, to correctly lay out cutlery. Fostering a value attitude towards one's own work, the work of other people and its results. To foster a desire to take part in feasible work, the ability to overcome small difficulties. Develop thinking, activate vocabulary. Continue teaching children how to set the table in sequence. Equipment: plates, spoons, cups, napkin holders, bread bins, aprons, kerchiefs for 5 children. The assigned tasks were completed in full. At the beginning, the technique of the problem situation "Lunch is coming soon, but the tables are not set" was used, which helped to activate the children. In the course of work, the teacher used the help for children, thin. word. The assignment ended with the transition of children to quiet games. The assignment was carried out methodically competently. Conducted an observation of the work of the educator in the management of collective labor in the second junior group: "Clean area" To educate the labor activity of children, to teach them to observe order and cleanliness. Encourage helping adults. To foster a respect for the results of labor. Equipment: buckets, brooms. A goal was set for the children. The distribution of responsibilities was at the request of the children. In the course of work, the teacher helped the children, showed how to properly hold a broom and take revenge, used an artistic word. The tasks were completed. When summing up the results, the teacher used praise and encouragement. He emphasized that garbage should be thrown into the designated place. Theoretical and methodological foundations of the organization of productive activities of preschool children and a workshop on artistic processing of materials and visual arts
The productive activity of preschoolers includes: drawing, modeling, construction, application; is of great importance for all-round development. She attracts children, pleases them with the opportunity to independently create something beautiful. Start to introduce children to preschool conditions follows from 2 - 3 years. Productive activity is part of all educational and educational work in a preschool educational institution and is interconnected with all its areas. The connection with play is especially important for the upbringing and development of a child. We got acquainted with the aesthetic developmental environment at the preschool educational institution. One of the most important factors in the formation and development of a child's personality is the environment, in a preschool educational institution it is the environment in which a child lives, develops, and rests. The environment created according to the laws of beauty contributes to the understanding of the beautiful by children, the formation of aesthetic, artistic taste, the natural formation of their aesthetic attitude to the environment, the formation of artistic and creative abilities. Constantly influencing through the senses, he without words and edification forms an idea of beauty, taste, value orientations. The developmental environment in the "Romashka" group is aesthetically organized and includes the possibilities for children to play a variety of games, activities, leisure activities and can contribute to their development. It meets sanitary and hygienic and safety requirements. The aesthetic developmental environment should be: changeable, variable. interconnected with all its parts and the environment, which will allow children to engage in various activities, interact with each other. positioned so that materials and equipment are within the children's field of vision. appropriate for the age of the children. An observation was carried out over the work of the educator on visual activity (painting with paints "Dandelions in the grass"). The room was prepared for the lesson in compliance with hygienic conditions. The tables are placed according to the correct lighting conditions. The teacher prepared visual material (colorful, of the required size, at the level of the children's eyes). In preparation for the lesson, the children were given instructions: pour water into glasses, lay out napkins. The topic of the lesson corresponds to the program, the season, the visual abilities of children. The teacher has a plan and outline of the lesson. The children were given the task to convey in the drawing the beauty of a flowering meadow, the shape of flowers. The illustrations with flowers are examined, their main parts are highlighted. During the lesson, the teacher gave instructions to the children. For those children who did not succeed, he provided assistance by showing with the child's hand. The duration of the lesson is 20 minutes, of which 5 minutes are devoted to the introductory part. The teacher allowed the children to analyze each other's work for themselves. After that, she herself noted that the children did it especially well. It is necessary to carry out individual work with children who do not hold their brushes correctly. At the end of work, the children put things in order on the tables. The teacher gives instructions: wash brushes and glasses, wipe tables. In general, the tasks set by the educator have been completed. In the "Romashka" group, a subject-developing environment has been created to stimulate independent activity and the development of children's creativity. The area of artistic creation, located in a place accessible to children, has all the necessary equipment. Children can independently come up and choose an activity they wish. We analyzed the observation of the independent productive activity of children in modeling ("pies for grandmothers"): Children can sculpt on their own. They love to work with plasticine, depict objects in three dimensions. They know how to separate small pieces from a large piece of plasticine, roll them out with circular movements of the palms, sculpt various objects using a variety of sculpting techniques. Put the plasticine on the board. They themselves select the necessary material. In the course of the educational practice, flow charts for modeling, application, drawing, design were developed and synopses of lessons for industrial practice were drawn up for them. Theory and methodology of musical education with a workshop
· development of musical and artistic activities; · introduction to the art of music. The educational area "Music" integrates with the following areas: Health Preservation and strengthening of the physical and mental health of children, the formation of ideas about a healthy lifestyle, relaxation. Labor Formation of labor skills, education of industriousness, education of a value attitude to one's own work, the work of other people and its results; Safety Formation of the foundations of the safety of one's own life in various types of musical activity. Socialization Formation of ideas about musical culture and musical art; development of gaming activities; the formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community. Cognition Expanding children's horizons in the field of music; sensory development, the formation of a holistic picture of the world in the field of musical art, creativity. Reading thin Literature The use of musical works in order to enhance the emotional perception of works of art. Hood. Creativity Development of children's creativity, introduction to various types of art, the use of works of art to enrich the content of the "Music" area, consolidate the results of music perception. Formation of interest in the aesthetic side of the surrounding reality; development of children's creativity. Communication Development of free communication with adults and children in the field of music; development of all components oral speech in theatrical activities; practical mastering by pupils of the norms of speech. Phys. culture Development of physical qualities for musical-rhythmic activity, the use of musical works as musical accompaniment for various types of children's activities and physical activity. In kindergarten, we do musical activities every day. We are working on the development of musical abilities, instilling an aesthetic taste. Kindergarten and family are two main teams responsible for the development and upbringing of a child. Musical art is of great importance in mental, moral, aesthetic and physical education. We start working with children from the age of one and a half years and accompany them to school. At this stage of the journey, lasting six years, the guys are systematically, consistently engaged in all types of musical activity. We teach children to sing, dance, listen, play musical instruments. In the process of learning, singing, children develop memory, vocal cords become stronger, and the ability to breathe correctly. There is constant work on diction, the child learns to correctly sing sounds, words, sentences. We teach children to dance expressively, rhythmically, beautifully. Express your feelings and emotions in the dance. Children learn to invite each other to dance and see them off after the dance. Dancing is very good for health, the child develops the correct posture, in the future he will feel confident in any situation. We also instill a love for classical music, the horizons are broadened. With systematic listening to music, children develop perseverance, attention, and this is already preparation for school and later life. To implement the main goal and objectives of music education, the teacher draws up a work plan on the topic for a week, which reflects the joint activities of the teacher with children, individual work, independent activities of children and interaction with parents. Forms of work: group, subgroup, individual. The following consultations were prepared for parents: ... "How to teach a child to listen to music in a concert hall" ... "How to teach a child to listen to music at home" For the development of auditory perception and attention and the formation of performing skills in the "Romashka" group, a zone of musical development has been created. It contains the necessary materials and equipment: sounding toys noise box sets contrasting in timbre and character of sound production (bells, drum, rubber tweeters, rattles, tambourine, pipes, metallophone, etc.) musical didactic games music books record player. Musical instruments provide a lot of joyful minutes and develop phonemic hearing and a sense of rhythm. A conversation was held with the teacher of the 2nd junior group "Romashka" on the issues of musical education. During the analysis of the conversation, it was revealed that Sonya M., Masha Kh., Dasha Ch., Bogdan Kh., Katya L., Nastya K. show the greatest interest in the use of music and musical rhythmic movements. In the classroom, children prefer dance and play creativity. In independent play activities, children are engaged at will several times during the day. 3 - 4 people are in the zone of independent activity every day. They prefer playing metallophone and pipes, maracas. Also, in independent activity, children use in their games the movements learned in music lessons. The teacher includes in his practice musical and rhythmic activities with children. Observing collaboration with children on the use of music in Everyday life DOW, revealed: Regime processes Hearing: rus. bunk bed song "The sun has friends" Singing a song: "I sing a song to my mother" muz.T. Potapenko, lyrics E Avdienko. Walk Spelling tongue twisters for the formation of mental diction "The crow missed the crow" (with a subgroup) Musical lesson According to the plan of muses. Organizer. On the basis of which they made a conclusion. Children react emotionally to music, listen carefully to the work, but due to age characteristics, not everyone can listen to the end. Also, children move with great desire to the music, actively perform movements. Children know and perform various songs, are able to distinguish between sad (minor) and cheerful (major) music. During the practice, questions were developed to identify knowledge of musical and educational activities for children of primary preschool age: Hearing: listens attentively recognizes familiar melodies distinguishes between sounds (high, low) sings and sings along with the teacher sings without stress starts and ends singing together Musically rhythmic movement: moves according to the nature of the music performs dance moves (show by the teacher) moves to music with objects game on DMI (distinguishes and names) And in older preschool age, the content of musical educational activities becomes more complicated: continue to develop aesthetic perception, interest, love for music, to form a musical culture based on acquaintance with composers, with classical, folk and modern music. continue to develop children's musical abilities: pitch, rhythmic, timbre, dynamic hearing; emotional responsiveness and creativity. Psychological and pedagogical foundations of the organization of communication of preschool children
In the course of the educational practice, the observation of the process of communication of children in a group, among themselves and with adults in independent and joint activities was carried out. During the observation, it was revealed that the communication of children is non-situational. Mostly children communicate calmly without screaming, but sometimes conflicts arise over a toy. When talking with each other, children use the most unexpected, unpredictable words, combinations of words and sounds, phrases. In contacts with other children, it is much more important for a child to express himself than to listen to another. In the group, several categories of babies were noticed according to the degree of their activity in establishing contacts with peers. Someone himself takes the initiative and after a series of trial and error finds his own group, in which he enjoys spending time. Someone looks closely at the games of their peers for a long time, he likes how they play, and he himself would not mind playing, but he cannot overcome shyness and join the team. Although, if another child takes the initiative, a shy baby will quite successfully interact with him and will not spoil the game. The attitude towards each other in children is friendly, there is an ability to share a toy. There are attempts to take pity on a peer, to hug him, to help. Children turn to the teacher by name and patronymic, if something is needed, they come up with a request. They are happy to talk with the teacher on various topics and engage in various activities. There is a culture of behavior, they know how to say "thank you" and "please". Analysis of the developmental environment in the educational field "Communication" helped to see that the microenvironment (internal design of the group) meets the requirements of the Program in the second junior group: the equipment of the premises is safe, aesthetically attractive, health-preserving and developing. Furniture corresponds to the height and age of children, toys provide the maximum developmental effect for a given age. The space of the group room is organized in the form of well-delimited zones: ("centers", "corners"), equipped with a large number of educational materials (toys, materials for creativity, books, educational equipment, etc.). All items are available to children. The organization of the space allows children to choose interesting activities for themselves, alternate them during the day, and the teacher gives the opportunity to effectively organize the educational process, taking into account the individual characteristics of children. The equipment of the corners changes in accordance with the thematic planning of the educational process. Such development centers are: role play corner; zone of board-printed games; exhibitions of children's drawings, children's creativity; corner of nature; sports section; play corner (with toys, building materials); corners for various types of independent activities of children - constructive, visual, musical. The world of the child, like the adult world, has its own culture, which does not arise by itself, but is passed down from generation to generation through a variety of games and exercises. But children are interested in more than one game, they would like to communicate with each other and with adults. All preschool childhood of a child is built on winning the attention of an adult and peers, to show others his uniqueness. The child builds the world around him as he sees him, in a form accessible to him. He not only plays, but also designs, draws, sculpts, dances, that is, manifests himself in various types of children's activities. And at the same time, it is important for a child that he is appreciated and correctly understood, first of all, by close people, because the culture of childhood begins with a feeling of his personal importance for parents, which gives rise to a desire to be like mom or dad. At preschool age, the child's world is no longer limited to the family. The people who are significant to him now are not only mom, dad or grandmother, but also other children, peers. And as the baby grows up, it will be more and more important for him to have contacts and conflicts with peers. In almost every kindergarten group, a complex and sometimes dramatic scenario of children's interpersonal relations unfolds. Preschoolers make friends, quarrel, reconcile, take offense, get jealous, help each other, and sometimes do small "dirty tricks". All these relationships are acutely experienced by the child and are colored by a mass of various emotions. Observation was organized in the senior group to identify communication skills with each other and with adults. In the course of observation, it was found out that game interactions are accompanied by speech corresponding both in content and intonation to the role taken. They use complex sentences of different types, when retelling they use direct and indirect speech. Tell each other about events from personal experience. They independently compose endings to fairy tales. They use words that refer to the world of human relationships. The relationship between children is friendly, there is an ability to play together. There is a desire to please the teacher with good deeds. There are polite words in the children's dictionary. The growing need of older preschoolers to communicate with peers, in joint games and activities leads to the emergence of a children's community.A system of interpersonal relationships, mutual sympathy and affection is developing. The formation of the social status of each child is largely determined by the assessment of his teacher. By his behavior, the educator shows examples of a kind, caring attitude towards people.
In older preschool age, children again have a significant change in their attitude towards their peers. At this time, the child is capable of extra-situational communication, which has nothing to do with what is happening here and now. Children tell each other about where they have been and what they saw, share their plans or preferences, assess the qualities and actions of other children. At this age, communication between them is already possible in the usual sense of the word for us, that is, not associated with games and toys. Children can just talk for a long time (which they did not know how at a younger preschool age), without performing any practical actions. Relations between them also change significantly. The friendliness and emotional involvement of the child in the activities and experiences of their peers significantly increases. Often, older preschoolers carefully observe the actions of their peers and are emotionally included in them. Quite often, even contrary to the rules of the game, they strive to help a one-year-old, to tell him the right move. While four-five-year-old children, following an adult, willingly condemn the actions of their peers, six-year-olds, on the contrary, defend a comrade or may even support his "opposition" to an adult. At the same time, the competitive, competitive principle in the communication of children remains. An analysis of the work of the educator on the organization of joint activities in the educational field "Communication" The analysis revealed that the educator uses different types of activities to implement tasks in this area. Conducts GCD, conversations, examining illustrations, observation. The main goal of the educator is to help children master constructive ways and means of interacting with people around them. The teacher develops the ability of children to understand and use language, develops communication skills and coherent speech, helps to master various properties of expressiveness, helps to develop the ability to analyze and self-analyze the products of speech activity in accordance with the goal. The teacher uses: Joint activities in security moments and in GCD: situational conversations free communication conversations on different topics special communication games verbal didactic games. theatrical games outdoor and round dance games with speech accompaniment learning poems, phrases, tongue twisters, nursery rhymes, fables composing riddles free dialogues with children in games, observations, in the perception of paintings, illustrations, photographs, cartoons conversations with children about events from personal experience. 2. In independent activity, joint games with peers are used: plot and role-playing; director's; theatrical; fantasy games; didactic; developing intellectual; movable; building material games. During the practice, a consultation for parents "Constructive communication with children" was compiled. We carried out a diagnosis of the communication skills of preschool children, on the basis of which they made the following conclusion: When determining the level of development of communication, it is necessary to remember that communication necessarily implies reciprocity, reciprocity. This is by no means an impact on another and not submission to him. In communication, both partners should be active and the appeal of each is aimed at the response of the other. When diagnosing communication, two sides must be taken into account - activityand sensitivity to a partner.
Activitymanifests itself in the desire to attract attention, to express something of their own, to develop the topic of conversation, to offer something unusual, etc. Partner sensitivityexpressed in attention to him (in interest in his words and actions, in views), in the readiness to respond to his proposal, in the ability to hear and understand another. Both sides are equally important for full-fledged communication, but their severity can be different for different children and in different situations. To identify the form of communication, various types of interaction should be carried out with the child in different situations that simulate a particular form of communication. For modeling: situational and business forms of communicationthe optimal situation is a joint game, extra-situational-cognitive- conversation on the book, extra-situational-personal- "intimate talk". Let us dwell on a specific description of these situations. The teacher offered the child a choice of different forms of interaction. I asked him what he wanted to do more with him: play with toys, read a new book, or just talk about something. If a child confidently and unambiguously chooses a joint game, it means that he prefers situational-business communication with an adult. The choice of a new book means an interest in cognitive communication, and a preference for conversation may indicate a child's desire for personal communication with an adult. However, a conscious choice, although it is very indicative, cannot be the only one for determining the form of communication. If a child chooses to play together, this does not mean his inability to communicate personally. In addition, some children cannot immediately make such a choice or choose all three forms of interaction at once, since they are equally attractive to them. Therefore, for a more accurate definition of the form of communication, it is important to carry out all three types of interaction with one child. It is better to start with the simplest and most accessible for preschoolers - situational business communication, i.e. with a joint game. Any toys are suitable for this - cubes, dolls, cars, construction set, etc. When playing with a child, you need to pay attention not to his very ability to play with objects, but to the ability to play with an adult. For this, it is important to note whether the child knows how to focus on a partner, whether he takes into account his interests, whether he is keen on joint activities or prefers to play alone. As a rule, all preschoolers show the desire and ability for situational business communication. Conclusion
The educational practice made it possible to come to the following conclusion: the full development of a child is possible only thanks to skillful guidance from an adult. However, the activity of the child himself plays an equally important role in mental development. It is not enough just that the baby has a normal heredity, a plastic brain, that he is brought up in a cultural environment, it is necessary that he himself perform certain forms of activity, which are controlled by an adult. These forms of activity are organized into complex systems of activity, the development of which is the main task in the formation of the child's psyche. In the process of mastering various types of activity, the child develops the brain, which is the physiological basis of complex types of mental activity. It is important to note that the brain is not so much a condition for mental development as the result of the organization of a child's own activity under the control of an adult. We proceed from the assumption that the most productive strategy in educational work with children is amplification (enrichment of the development of the child as a person), according to which the child's life must be maximally saturated with various types and forms of activity that form the basis of childhood and allow him to successfully enter adulthood in the future. ... It is important to emphasize: childhood is not a stage of "dragging" a child into adulthood, but a period in itself that has its own rich content, which should be presented as fully as possible in educational work with children. Thus, educational work with children makes special demands on an adult. On the one hand, he acts as a mediator between the culture and the child and offers him various models of it. On the other hand, it is a mediator between the preschooler and the culture, supporting his initiative, trying to adapt the child to the culture. The extreme forms are acceleration and an approach in which educational work entirely follows child development. All the variety of forms of work with children is carried out in specific educational situations that the teacher creates, or that arise spontaneously when the child interacts with the world around him. Therefore, the teacher has a special task - to think over and analyze specific situations in which educational work with children takes place. In conclusion of my report, I would like to say that there were no special difficulties during the educational and familiarization practice. It was very interesting to get acquainted with the work of an educator and to be an educator myself. After staying in educational and industrial practice, I learned about the rights and duties, ethical principles, tasks and functions of the educator in this institution and in general in preschool... I got acquainted with the methods and methods of work of an experienced educator, received a lot of advice.Similar jobs to - Organization of various activities and communication of preschoolers
to educational and industrial practice for students
Day department
By PM 02
Teaching and organizing various activities and communication of children
Safe development
Specialty: 44.02.04
"Special preschool education"
teachers:
Butyaykina L.S.
Zubkova E.B.
Terentyeva M.A.
E.V. Pochukaeva
Ryzhkova O.B.
The guidelines were developed on the basis of the Federal State Educational Standard for the specialty of secondary vocational education 44.02.04 Special preschool education and cover the content of the following interdisciplinary courses (MDC):
MDK.02.00. Theoretical foundations of the organization of training in different age groups
MDK.02.01. Psychological and pedagogical foundations of the organization of communication of preschool children
MDK.02.02. Theoretical and methodological foundations of the organization of various types of activities
children of early and preschool age
MDK.02.03. Workshop on artistic processing of materials and fine arts
MDK.02.04. Theoretical foundations and methods of musical education
with a workshop
MDK.02.05. Theoretical foundations and methods of speech development in children
MDK.02.06. Theoretical foundations and methods of mathematical development of preschoolers
MDK.02.07. Children's literature with a workshop on expressive reading
MDK.02.08. Theory and methodology of environmental education for preschoolers
MDK.02.00. Theoretical foundations of the organization of training in different age groups
(2 course)
Educational practice:
1. Analysis of the structure and content of exemplary and variable programs of preschool education, working documentation of the educator for compliance with the Federal State Educational Standard of DO.
2. Analysis of equipment in one of the directions of development of preschoolers (mathematical, speech, environmental).
Internship:
1.Cartotek teaching aids in one of the directions of development of preschoolers (mathematical, speech, ecological).
2. Psychological and pedagogical characteristics of the child.
EXERCISE 1 Analysis of the structure and content of approximate and variable programs of preschool education, working documentation of the educator for compliance with the Federal State Educational Standard of DO.
Questions for the analysis of exemplary and variable programs of preschool education, working documentation of the educator.
1. What is the main general educational program of preschool education?
2. Analyze the structure and content of OOP DO.
3.Does the structure and content of the OOP comply with the requirements of the Federal State Educational Standard of preschool education?
4. What additional programs does ECE use (variable, partial, etc.)?
5, What kind of working documentation does the educator keep? Does its content meet the requirements of the Federal State Educational Standard for preschool education?
ASSIGNMENT 2 Analysis of equipment in one of the directions of development of preschoolers (mathematical, speech, environmental).
Questions for the analysis of equipment in one of the directions of development of preschoolers
The material available in the preschool educational institution is analyzed in one of the directions of the preschooler's development (speech, mathematical, environmental)
1.Materials available in the methodological office:
Availability of educational and methodological literature
Demonstration aids
Activity Handouts
2. Storage conditions (convenient location, systematization, etc.)
(for an indicative list, see the PLO of preschool education)
3.Materials available to the teacher in the group
Internship:
EXERCISE 1 Card file of teaching aids in one of the directions of development of preschoolers (mathematical, speech, environmental).
Using Internet resources. make a card index of modern teaching aids in this area. Observe the requirements for the design of the filing cabinet.
ASSIGNMENT 2 Psychological and pedagogical characteristics of the child.
Psychological and pedagogical characteristics
pupil of _____ group _____ kindergarten.
1. General information about the child:
Full name Date of birth
Home address
Date of admission to kindergarten, where did you come from (from a family, another kindergarten), whether there were long breaks in attending kindergarten, for what reasons.
2. Family characteristics:
Name of parents, year of birth, place of work.
Family composition: complete, incomplete, large, the presence of brothers and sisters.
Who is raising a child (mother, father, grandmother, others)
Is sufficient attention paid to the upbringing and education of the child?
3. Somatic health: more rarely, often, he suffers from colds, has chronic health problems, eats poorly, sleeps hard and restlessly.
4. Characteristics of the activity: self-service skills: can they independently use toiletries, wash themselves, wash their hands, comb their hair, can they dress themselves, undress, put on their shoes, shy, tie and untie their shoelaces, use a spoon, fork, can clean their own things and bed.
5. Play activities: indifference or interest in toys, favorite games, whether he understands the rules of the game, fulfills them, makes a change in the content of the game, the availability of an imaginary situation, the role in a collective game, behavior in a conflict situation, does his experience in the game reflect (not) knows how to support the game.
6. Constructive and graphic activities: is he able to correctly assemble a nesting doll, a pyramid, fold simple figures according to a model from counting sticks, make constructions from cubes; drawing skills (house, tree, person, etc.), modeling (rolling a ball, a block of plasticine, etc.); the image of vertical lines, horizontal lines, concavity of lines, the image of figures according to the sample)
7. Attitude towards classes: unable to control his activities, does not bring the matter to the end, interferes with the teacher, children, we quickly deplete, works slowly and unevenly, the pace of activity is fast, but the activity is “chaotic and stupid”. Does he accept help and what kind of help: verbal, practical, stimulating, guiding, organizing, teaching); how to overcome difficulties arising in the process of activity; (not) seeks to overcome, quits work, picks up after others, cries, worries and gets nervous, turns to a teacher, children for help, looks for a way out on his own.
8. Personal characteristics: the adequacy of emotional reactions, activity or passivity in various types of activity, the presence or absence of initiative, compliance, irritability, passivity in the process of communicating with children and adults; shyness, moodiness, tearfulness, apathy, obsession, timidity; prevailing mood; behavior: calm adequate to the situation, restless; moral qualities: the adequacy of relations to relatives, peers, other people, a feeling of affection, love, kindness, a tendency to help or harm, offend others, aggressiveness, liveliness, etc., the ability to turn blue to the requirements of adults, accuracy, cleanliness, adequacy of emotional reactions to approval and censure
Educational practice:
1. Study and analysis of the organization of communication between the teacher and children in various activities.
Internship:
1. Organization of communication of children in joint activities.
2. Conducting games to develop communication skills, attention and interest in a communication partner, the ability to get in touch, conduct a dialogue.
3. Organization of communication with children in various activities
Educational practice:
Exercise 1. Study and analysis of the organization of communication between the teacher and children in various activities
Questions to analyze the organization of communication with children in various activities.
1 organizing the communication space .
2. Whether communication has been received or not. If not, why not?
3. Were rewards used in the course of communication?
4. Features of children's behavior, facial expressions, gestures, speech intonation.
5. What questions did the children most actively answer and why?
6.What questions were the children unable to answer and why?
7. The nature of the end of the conversation, its educational effect.
8. What tasks were solved as a result of communication?
Completing the assignment.
1. Observing the teacher in various activities ( play, communication, work, productive, cognitive, household)
Target: Studying the features of the teacher's communication with children
Location:
Date and time of the event:
Age group:
Educator:
Student (s):
2. Analysis of the organization of communication between the teacher and the children:
I. The emotional attitude of the educator towards children
1. A positive emotional attitude is pronounced. It manifests itself in constant care, attention to children, tactful help in times of difficulty. The teacher, using verbal and non-verbal communication means, makes the child understand that he is not indifferent to him.
2. The teacher has a positive attitude towards children, responds kindly to their questions, requests for help. However, he does not show initiative in this regard. The teacher lacks sensitivity to children, pedagogical tact.
3. With a general positive emotional coloring of the teacher's attitude to children, instability and situational behavior are characteristic.
4. There is no positive emotional coloring of the teacher's attitude towards children. Dry handling is characteristic. The teacher takes care only when necessary, is insensitive to the mood, experiences, emotional distress of children.
II. The evaluative attitude of the educator towards children- what assessments of children prevail
2. By modality (positive, negative).
3. By form (praise-approval, agreement, anticipatory assessment, threat, indignation, reproach, censure, shame, bewilderment).
4. By nature (general, differentiated).
III. Educator's requirements for children
3. By modality (positive, negative).
4. By.vidu (order, instruction, order, advice-proposal, indirect demand, request, hint).
IV.Questions of the teacher to the children
2. By nature (ascertaining, problematic, organizational and disciplining)
To note also the pedagogical expediency and psychological validity of the educator's statements, taking into account the age and individual characteristics of children, analyze situations when choosing a certain type of influence. Based on this, draw conclusions about the features of communication and the emotional attitude of the educator to children, about the means of influence they prefer.
Internship:
EXERCISE 1. Organization of communication of children in joint activities.
Purpose: to study the level of development of communication skills.
Material: 2 silhouette images mittens, 2 identical sets of pencils (6 pcs.)
Location:
Time spending:
Junior and middle group
1. "Yes, yes and no, no."
Target: Determining your place in the world around you. The development of the coherence of children in the group, the ability to listen to the teacher. Development of speech intonation.
Description of the game: Children stand in a circle with a teacher who asks questions.
Children are encouraged to answer quietly at first, then slightly louder.
and very loud. In words yes-yes or no-no.
Educator: “I ask you to answer together and very quietly:
Are you kittens? Children answer: "no, no" (quietly)
Now louder: Are you kittens?
And now even louder: Are you kittens?
Now answer quietly: are you children?
Questions may be asked: Are you flowers? Are you chickens? Are you dolls? Are you funny guys?
2. "Give a smile to a friend"
Target: The development of a positive attitude towards each other, the ability to make contact, to pay attention to peers.
Description of the game:
Children stand in a circle. The teacher invites everyone to find a mate, spin around, smile at each other, pat each other on the head, hug, put his right hand on the heart, listen to how it knocks. Then collect a ray of sunshine into a cam and give it to a friend: "Misha, I want to be friends with you."
A gift for everyone "
Target: develop the ability to be friends, do right choice, cooperate with peers, discuss the proposals made.
Description of the game:
Children are given the task: "If you were a magician and could work miracles, what would you give now to all of us together?" or “If you had a Seven-Flower, what wish would you make?”. Each child makes one wish, tearing off one petal from a common flower.
Fly, fly petal, west to east
Through the north, through the south, come back in a circle
As soon as you touch the ground, be, in my opinion, led.
Command to ...
Offer to choose the best wish for everyone.
To draw the attention of children to the fact that it is necessary to listen to the answer of a friend to the end, without interrupting.
Complete the offer "
Target: to teach children to join the conversation, to be aware of their affections, sympathies, interests, hobbies and talk about them.
Description of the game:
Children stand in a circle. The teacher is the leader. He has a ball in his hands. He starts a sentence and throws the ball - the child ends the sentence and returns the ball to the adult:
My favourite toy…
My best friend….
My favourite hobby….
My favorite holiday….
My favorite cartoon….
My favorite fairy tale ...
My favorite song….
ASSIGNMENT 2 Organization of communication with children in various activities
(play, work, productive, household)
Plan communication with children according to the scheme (at least three conversations):
What to talk about
What to ask,
For what purpose.
Sample records of conversations with children.
Second junior group
Talk to the kids about the weather while dressing for a walk. Ask:
What time of year is it?
Is it warmer or colder outside?
What color are the leaves on the trees?
Where do the birds fly?
Engage children in conversation. Clarify children's ideas about autumn.
Middle group.
While walking, talk to children about traffic rules. Ask:
Where can you cross the street?
What traffic signal?
What does a red traffic light mean?
What does a yellow traffic light mean?
Is it possible to cross the street alone, without adults?
Clarify children's answers. Learn to participate in the conversation.
Senior group.
In the process of playing activities (playing "Family"), talk with a group of children about objects that facilitate a person's work in everyday life. Ask:
What appliances help in cooking in the kitchen? (coffee grinder, mixer, meat grinder, juicer, multicooker ...) What can you do with them?
What devices help a person to clean? (vacuum cleaner, dishwasher, Washer…) How do they help?
Do you think any thing is created by the labor of one or many people? Why?
Clarify, expand children's ideas about the world of objects. Develop the ability to maintain a conversation, improve the ability to answer questions, encourage attempts to express their point of view.
Educational practice:
1.Analysis of planning of play and work activities
2. Observing the organization and management of the preschoolers' play activities during the day.
3.Analysis of conditions for the development of play activity in preschoolers
Internship:
1.Planning play activities.
2.An independent organization and management of the game activity of preschoolers
Educational practice:
EXERCISE 1 .Game activity planning analysis
Questions for analysis
1. What kinds of games are planned (outside of class)?
2.Do the types of games and their content correspond to the recommendations of the program?
3.What time are the games scheduled?
4. How often are each game planned during the week?
5. What games are not reflected in the work plans?
6. Is there a system and consistency in the planning of game activities?
7. Is there a connection between play and other activities?
ASSIGNMENT 2 Observing the organization and management of the preschoolers' play activities during the day.
Questions for analysis
Characteristics and content of play activities.
1. What types of games were organized, their theme, duration.
2. How was the distribution according to the types of games: desire, advice from the educator.
3. Is the composition of the playing groups stable?
Techniques for guiding different types of games.
1. Preparation for play activities:
· Selection of games and play material (by a teacher or children);
· Thinking over its location (by the teacher or children).
2. What techniques did the teacher use to develop the role-playing game:
· Encouraged previously started games;
· Helped individual children and groups of children in choosing a new game;
· Expanded children's ideas (by telling stories, reading a book, looking at illustrations);
· Suggested new roles;
· Gave an assessment (analysis) of the game.
3. What techniques did the teacher use to form relationships between children during the game:
Involved timid, shy children in the game (by direct
"Take it to play" by introducing a new role);
· Helped to unite small playing groups into large (old group)
· He organized a team around himself for the game;
Encouraged children to independently negotiate (on the distribution of roles, on
toys);
· Prevented or eliminated conflicts that arise (due to toys, due to
roles, due to the implementation of the rules);
· Encouraged children to combine different games with each other;
· Used some other techniques.
· (By stories, reading a book, looking at illustrations);
· Talked with children about upcoming games and building topics;
· Was interested in: “What are you playing?”;
· Offered new game actions;
· Suggested new roles;
· Introduced additional equipment or offered to make it together with the children;
· Suggested new game situations;
· Gave direct instructions for action: "Feed the doll", "Turn the steering wheel";
· Asked questions that guided the development of the game: "Will mom feed her daughter now?"
· Took on the main (secondary) role and thus directed the game;
· Gave an assessment (analysis) of the game.
ASSIGNMENT 3 Analysis of conditions for the development of play activity in preschoolers
Questions for analysis
Play zones.
1. What play areas are there in the group?
2. Have toys and play aids been selected for different types of games?
(Plot-role, construction, theatrical, didactic, mobile).
3. Where and how toys and other play material are placed.
4. Is play material available for use by children?
Internship:
EXERCISE 1 Planning game activities.
During the day, the following types of games are held with preschoolers:
Before breakfast:
· 2-3 didactic games (by subgroups);
Games - fun (in the younger group - finger, round dance, in older groups
Round dance, games of low mobility);
After breakfast and in between classes:
· Games of low and medium mobility;
On a walk:
· 2-3 mobile (varying degrees of mobility);
· Didactic (by subgroups);
· 2-3 plot and role-playing;
· Games with natural material (sand, snow);
After noon:
· 2-3 didactic games;
· 1-2 construction (desktop and floor);
· 2-3 plot and role-playing;
· Theatrical play;
· Fun games;
· Musical and didactic games;
· outdoor games;
A sample of the design of a summary of playing activities with preschoolers.
Summary of playing activities in a ... ... group.
The synopsis should contain 3-4 games of different types (role-playing, construction, didactic, dramatization game).
ASSIGNMENT 2 Independent organization and management of the game activity of preschoolers
Didactic game
· Name of the game;
· Didactic task;
· Developing task;
· Educational task;
· Materials;
· Game actions;
Game rules
Role-playing game
Drawing up a summary of the game according to the algorithm:
· Name of the game;
· Tasks (educational, educational, developmental);
· Materials, manuals, equipment;
Game progress:
Gathering children to play is motivation;
The plot of the game;
Game actions;
Game-dramatization
Drawing up a synopsis of the algorithm:
· Name of the game;
· Tasks;
· Materials and equipment;
· Prev.
Game progress:
Organizing children to play is motivation;
Conversation on the content of the work (fairy tale);
Distribution of roles and attributes;
Educational practice:
1.Analysis of work planning
2.Analysis of the conditions for the organization of labor activity of preschoolers
3.Observation of the organization and management of the labor activity of preschoolers in different age groups
Internship:
1. Planning work activities.
2. Independent organization and management of the labor activity of preschoolers.
Educational practice:
EXERCISE 1 Work planning analysis
Questions for analysis
1. Are all types of child labor reflected in the timetable?
2. At what operating times are work processes planned (before breakfast, on a walk, in the afternoon)?
3. What educational tasks are reflected in the plan?
4.Planning the methods of leadership in the labor activity of children?
5. Planning work with parents in this direction?
6. Does the system plan to organize and manage the labor activity of children?
ASSIGNMENT 2 Analysis of the conditions for organizing the labor activity of preschoolers
Questions for analysis
1.Is there sufficient equipment for organizing the work of children?
2. Does the equipment comply with pedagogical, hygienic, aesthetic and safety requirements?
3.Rational placement of equipment and its storage?
ASSIGNMENT 3 Observation of the organization and management of the labor activity of preschoolers in different age groups
Questions for analysis
1.What types and forms of labor are children involved in?
2. What techniques does the teacher use in the formation of labor skills and
3. Are the age and individual characteristics of children taken into account?
4. What personal qualities are formed in children?
5. Implementation of educational tasks in the process of working activities of children
(the formation of a stable interest in work, strong work skills,
the ability to negotiate in joint activities, bring the matter to the end and
6. What are the results of work, how does the educator assess the participation of children in work?
Internship:
EXERCISE 1 Work planning.
When planning work management in different age groups, you can include children in the following types of work and forms of work organization:
II - th junior group - self-service, work nearby;
The middle group, the older group - household and household labor (labor nearby, common labor), labor in nature;
Preparatory group - household labor (joint labor), manual labor, labor in nature.
Make a summary in the table:
A sample of the design of a summary of labor activities with preschoolers.
Abstract of labor activity in the ... ... group.
| Labor type | Program tasks | Methodical techniques | Equipment |
ASSIGNMENT 2 Independent organization and management of the labor activity of preschoolers.
1. Organization of the environment for collective work.
It is convenient to arrange tables and select and arrange equipment necessary for working in
according to the strengths and capabilities of children;
2. Observe hygienic conditions in the management process:
The workplace should be well lit;
Make sure that children maintain the correct posture during work;
Maintain order and cleanliness
3. Before starting, give clear explanations and instructions for work.
4. In the process of work, actively lead children, use a variety of methods and techniques.
5. In the end, summarize, assess the work of children, their relationships, the ability to work in a team, etc.
Educational practice:
1.Analysis of the subject-developing environment for the artistic education of children
2. Observation and analysis of GCD for productive activities (drawing,
applique, modeling)
Internship:
1.Planning the GCD for productive activities (drawing, application, modeling), selection of material.
2. Independent conduct of GCD for productive activities (drawing, application, modeling), selection of material.
Educational practice:
EXERCISE 1. Analysis of the subject-developing environment for the artistic education of children
Questions for analysis:
1. Does the subject-developing environment for artistic education correspond to the age characteristics of the children of the group?
2. Is the art education area conveniently located in the group?
3. What materials and equipment for art education are there in the group? Are the materials available for use by children?
4. Have you selected visual and didactic aids for children on art education
(toys, albums, workbooks, postcards, illustrations, reproductions, etc.) for different types of productive activities?
5. What is the quality of the materials and visual aids?
TASK 2. Observation and analysis of GCD for productive activities (drawing,
applique, modeling)
Questions for observation and analysis:
1. How many parts did the GCD consist of?
2. What techniques aroused children's interest in GCD?
3. Is the teacher available and clearly explained the methods of work, were the explanations specific to the children?
4. Was the explanation based on visual material, a sample? What is the quality of the materials and visuals?
5. Did the teacher check the children's assimilation of the explanations with the help of the control questions?
5. The quality of the teacher's demonstration of the techniques of the image of the subject (if such took place in the lesson).
6. Duration of explanations or instructions for the forthcoming work.
7. Did the teacher achieve the assigned tasks during the lessons, did he use an individual approach?
8. What instructions and advice did the teacher give to individual children? The expediency of the instructions given and the quality control of their execution.
9. Were there any children who were out of sight of the teacher?
10. Did the educator encourage children to independently use the acquired knowledge, abilities and skills, to work creatively?
11.Has the caregiver noticed and corrected improper seating and posture?
12. Did the teacher provide for a review of children's work at the end of the lesson and how was it organized? Were the children involved in the analysis of the work performed?
13. The duration of the lesson in stages and in general, the reasons for the delay, if any.
14. General assessment of the lesson, the positive sides and shortcomings, what changes are advisable to make in the methodology of this lesson.
Internship:
EXERCISE 1 GCD planning for productive activities (drawing, application, modeling), selection of material.
Algorithm for writing a summary of GCD for productive activities
The summary of the GCD for productive activities should consist of the following components:
1 . Topic name.
2. Objectives:
visual task;
technical challenge;
educational task.
3. Activation of the dictionary.
4. Preliminary work.
5.Materials: for children; for the educator.
7. Move GCD.
The course of the lesson is divided into three parts. In the first part, it is necessary to plan techniques aimed at creating children's interest in the topic of the lesson and methods of explaining the assignment. In the second part, provide for individual techniques that contribute to the completion of the task. In the third part, the forms of organizing the review and analysis of all works, summing up the results of the lesson are indicated.
Sample GCD.
Abstract of educational activities in drawing in the senior group on the topic:
"Spring Sky".
Integration of educational areas: "Artistic Creativity", "Cognition", "Music"
1. To create conditions for the reflection of spring impressions in the drawing.
2. To teach to depict the sky by the color stretching method "on wet". To consolidate the technique of drawing trees.
3. To cultivate the ability to notice the beauty of the surrounding nature, to admire it. Develop creative imagination.
Preliminary work
Observing the sky while walking (transparent, of different colors at different times of the day), observing the sunset if possible, viewing the image of the sky on reproductions, art cards, slides, etc.
Materials, tools, equipment
White sheets of paper of the same size for compiling a general album of drawings "Spring is Red"; watercolors, cotton swabs, jars of water; colored pencils, wax crayons, felt-tip pens (at choice); cloth napkins, white, paper napkins; glue stick; cassette with recordings of Mozart's music "Fantasy", Manssne "Meditation", tape recorder, the basis for the future album "Spring is Red".
Organizing time
Educator: “Guys, do you like stories? (Yes)
Then listen to the story that happened to one boy:
“One day a boy went skating. He glided along the blue arc-road and was pleased to notice that the color of the path under his feet was gradually changing. At first it was bright blue. Then he began to sparkle in the sun with yellow specks, then pink-blue and lilac sparks. Further, further ... The path brightened, turned pale .... And it ended in a completely white snowdrift.
Now I know what a shade is! ”The boy exclaimed.
This is the story that happened to the boy.
Do you know what a shade is? (This is a change in the same color).
The educator's display of blue color options: from light blue to pale blue.
For example, now it's blue. Remains blue, but changes slightly when we add another color; becomes lighter when more water is added; takes on a different hue when mixed with a different color.
Where can you see such shades? (In the sky).
Listen to the poem and tell me what shades of the sky did you hear?
The red dawn lit up
In the sky blue
The streak appeared clear
In its shine of gold.
The sun's rays are high
Reflected the light in the sky
And scattered far
From them new ones in response.
The rays are bright gold
They lit up the ground suddenly.
The skies are already blue
Spread around.
What shades of sky were in this poem? (Dark blue, bright gold, blue)
You are so considerate. Well done.
Explanation of the new material:
Do you want to portray such a spring sky?
Okay, but first, let's see what the sky is like today.
(Children come to the window and look at the color of the sky)
Look at the sky, what shades did you see?
(Blue, pale blue, pinkish, pale pink, yellowish, etc.).
Now each of you can paint your own spring sky, with the shade that you like best. Let's draw beautiful trees against the background of the sky that wake up after winter, and then draw the sky?
Children go to the tables.
Show the execution method:
The teacher reminds how to draw a tree and shows a new technique for drawing the sky "on wet", stretching, glazing.
Guys, how can you draw tree trunks? (Crayons, pencils, pastels)
Now select the material with which you will draw the trees. And in order to quickly moisten the sheet, it is better to take a tampon or a thick brush.
The teacher turns on the music.
- And the music of the composer Mozart, which is called "Fantasy", will help you in drawing, it will tell you which shade to choose: pinkish, turquoise, lilac or yellowish.
In the process of performing work by children, the teacher helps by reminding the technique of the image, advice on the choice of materials, flowers, the location of trees for those children who are experiencing difficulties. Those children who